Early Identification of Transformation in the Proficiency Level of Critical Thinking: In the Associate Degree Nursing Student

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Author(s): Velmarie King Swing (Southern Nazarene University, USA)
Copyright: 2018
Pages: 22
Source title: Nursing Education, Administration, and Informatics: Breakthroughs in Research and Practice
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-5490-5.ch009

Keywords: Administration & Leadership / Business & Management / Medical Education / Medical Information Science Reference

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Abstract

Critical Thinking (CT) in the nurse graduate continues to be a topic of concern in the academic and acute care settings. Few studies focus on early evaluation of Critical Thinking Skills (CTS). The purpose of this chapter is to show how the non-experimental, explanatory, quantitative study, the Kaplan CTIT, was employed to determine if a transformation in the level of CTS occurs within the first semester of associate degree nursing students. Participants completed the pretest in the first three weeks of classes. Posttests were given after course finals. A significant transformation in the level of CT occurred. The estimated change in CT test scores was 2.04, with 95% confidence. Implications for early measurement of CTS in nursing programs reveals if teaching methodology is providing the necessary input for developing CTS or if evaluation and changes are needed.

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Early Identification of Transformation in the Proficiency Level of Critical Thinking: In the Associate Degree Nursing Student

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