Publication: Hemşerilik öğrencilerinde eleştirel düşünme
Abstract
Araştırma Cornell Eleştirel Düşünme Testi- Z Seviysi’ni (CEDT-Z) Türkçeye uyarlayarak, geçerlilik ve güvenilirlik değerlendirmesini yapmak, hemşirelik öğrencilerinin eleştirel düşünme düzeyini, eleştirel düşünmelerini etkileyen faktörleri ve müfredat programlarının eleştirel düşünme üzerindeki etkisini belirlemek amacıyla metodolojik tanımlayıcı ve analitik olarak planlandı ve gerçekleştirildi. 2002-2005 yılları arasında iki aşamada yürütülen araştırmanın birinci aşamasında 336 üniversite öğrencisi ile Robert H. Ennis ve arkadaşları (1985) tarafından geliştirilen Cornell Eleştirel Düşünce Testi Z Seviyesi’nin (CEDT-Z) geçerlilik güvenilirlik çalışması yapıldı. CEDT-Z’ nin (KR21 0.34) ülkemiz için geçerli ve güvenilir olmadığı belirlendi. Araştırmanın ikici aşamasında evreni 2004-2005 eğitim öğretim yılında hemşirelikte lisans eğitimi alan birinci ve dördüncü sınıf öğrencileri; örneklem grubunu ise hemşirelik eğitimi veren yirmi okulun 2029 öğrencisi oluşturdu. Veri toplamada, okul ve öğrencilere yönelik iki anket formu ve California Eleştirel Düşünme Eğilim Ölçeği (CEDEÖ) kullanıldı. Veriler Student’s t testi, varyans analizi, Pearson ve Spearman Korelasyonu, Mc Nemar Testi, Kappa Testi, Kuder Richardson Çözümlemesi, x² ve Lojistik regresyon ile analiz edildi. Araştırma sonucunda, •Birinci sınıf öğrencilerinin CEDEÖ toplam puan ortalamasının 216.78 ± 23.87 (düşük); dördüncü sınıf öğrencilerinin ise 215.89 ± 25.77 (düşük) olduğu, sınıflar arası ölçek puan ortalamaları arasında istatistiksel olarak anlamlı bir fark bulunmadığı (t=0.810 ; p=0.418), •Dördüncü sınıf öğrencilerinden sosyal bir etkinliğe katılanların ve ailesi demokratik olanların, kendini akıllı, zeki gören ve kendine güvenenlerin ölçek puan ortalamalarının daha yüksek olduğu ve daha fazla etkilendiği, •Klasik eğitim müfredatı ile eğitim gören dördüncü sınıf öğrencilerinin puan ortalamasının farklı eğitim ren öğrencilerin puan ortalamasından istatistiksel olarak anlamlı derecede düşük olduğu (p<0.001) saptandı. Hemşirelik, Eleştirel Düşünme, California Eleştirel Düşünme Eğilim Ölçeği,
The research has been planned and realized methodologically, descriptively and analytically to evaluate the validity and reliability of the Cornell Critical Thinking Test-Level Z (CCTT-Z) by adaptation the test to Turkish and to determine the level of critical thinking of the nursing students, the factors that effect their critical thinking and the effects of curriculum on this subject. In the first part of the study, that has been carried out between 2002 and 2005, the validity and reliability evaluation of the Cornell Critical Thinking Test-Level Z (CCTT-Z) which has been developed by Robert H.Ennis and his friends (1985), is done with 336 university students. It was determined that CCTT-Z (KR21 0,34) was not valid and reliable for our country. In the second part of the study the universe is formed with the nursing students studying in 1st and 4th years in the university in 2004-2005 school year and the sample group included 2029 nursing students from 20 different nursing schools. In the collection of the data, two questionnaires for school administrators and students and California Critical Thinking Disposition Scale are used. The data was analyzed with t test, x² test, analysis of variance, Pearson and Spearman Corelation Analysis, Mc Nemar Test, Kappa Test, Kuder- Richardson Formula and logistics regression. It was determined that, •There was no statistically logical difference between the average of the total CCTDE scores of the 1st year and 4th year students. Average total CCTDE score was 216.78 ± 23.87 (low) for 1st year students and 215.89+-2577 (low) for 4th year students. (t=0.810 ; p=0.418) •Scale score averages of the 4th year students, who participate activities, has democratic families, feels himself intelligent, clever and self confident, were higher and more affected. •The score average of the 4th year students who study with classical curriculum was statistically significantly lower than the scores of the ones who study with different education programs (p<0.001). Key Words: Nursing, Critical Thinking, California Critical Thinking Disposition Scale,
The research has been planned and realized methodologically, descriptively and analytically to evaluate the validity and reliability of the Cornell Critical Thinking Test-Level Z (CCTT-Z) by adaptation the test to Turkish and to determine the level of critical thinking of the nursing students, the factors that effect their critical thinking and the effects of curriculum on this subject. In the first part of the study, that has been carried out between 2002 and 2005, the validity and reliability evaluation of the Cornell Critical Thinking Test-Level Z (CCTT-Z) which has been developed by Robert H.Ennis and his friends (1985), is done with 336 university students. It was determined that CCTT-Z (KR21 0,34) was not valid and reliable for our country. In the second part of the study the universe is formed with the nursing students studying in 1st and 4th years in the university in 2004-2005 school year and the sample group included 2029 nursing students from 20 different nursing schools. In the collection of the data, two questionnaires for school administrators and students and California Critical Thinking Disposition Scale are used. The data was analyzed with t test, x² test, analysis of variance, Pearson and Spearman Corelation Analysis, Mc Nemar Test, Kappa Test, Kuder- Richardson Formula and logistics regression. It was determined that, •There was no statistically logical difference between the average of the total CCTDE scores of the 1st year and 4th year students. Average total CCTDE score was 216.78 ± 23.87 (low) for 1st year students and 215.89+-2577 (low) for 4th year students. (t=0.810 ; p=0.418) •Scale score averages of the 4th year students, who participate activities, has democratic families, feels himself intelligent, clever and self confident, were higher and more affected. •The score average of the 4th year students who study with classical curriculum was statistically significantly lower than the scores of the ones who study with different education programs (p<0.001). Key Words: Nursing, Critical Thinking, California Critical Thinking Disposition Scale,