Publication: Eleştirel Düşünme Dersinin Hemşirelik Öğrencilerinin _x000D_
Eleştirel Düşünme Eğilimleri ve _x000D_
Eleştirel Düşünme Motivasyonlarına Etkisi
Abstract
Amaç: Bu araştırma, eleştirel düşünme dersinin hemşirelik öğrencilerinin eleştirel düşünme eğilimlerine ve eleştirel düşünme motivasyonlarına etkisini belirlemek amacıyla yapılmıştır. Gereç ve Yöntemler: Araştırma, tek gruplu ön-test - son-test tasarım ile yarı deneysel olarak yapılmıştır. 2018-2019 eğitim-öğretim yılı bahar döneminde bir üniversitenin Sağlık Bilimleri Fakültesi Hemşirelik Bölümünde öğrenim gören ve seçmeli derslerden eleştirel düşünme dersini alan 116 öğrenci araştırmaya dahil edilmiştir. Veriler, Tanıtıcı Özellikler Formu, Kaliforniya Eleştirel Düşünme Eğilimleri Ölçeği (KEDEÖ) ve Eleştirel Düşünme Motivasyon Ölçeği (EDMÖ) kullanılarak toplanmıştır. Çalışmada tanımlayıcı istatistikler verilmiştir. Verilerin değerlendirilmesinde bağımsız örneklem t-testi, bağımlıörneklem t-testi kullanılmış, Pearson korelasyon katsayısı hesaplanmıştır. Bulgular: Bu araştırmaya katılan öğrencilerin 102(%87,9)’si kadındır. Öğrencilerin 72 (%62,1)’si sosyal etkinliklere, 75 (%64,7)’i bilimsel faaliyetlere katılmadığını, 81 (%69,8)’i bölümü isteyerek seçtiğini ifade etmiştir. Eleştirel düşünme dersine yönelik yapılan ön-testson-test karşılaştırmada aradaki fark anlamlı olmamakla birlikte KEDEÖ toplam puanı eğitim öncesi (220,52±21,51) ve eğitim sonrası(224,55±22,86) düşük bulunmuştur (p=0,109). EDMÖ ölçeğinden alınan puan eğitim öncesi 94,32±10,070 iken, eğitim sonrası94,16±12,898 bulunmuştur (p=0,585). KEDEÖ ve EDMÖ arasında pozitif yönde orta düzeyde bir ilişki olduğu saptanmıştır. Sonuç: Hemşirelik öğrencilerinin, eleştirel düşünme eğilimleri ile eleştirel düşünme motivasyonları arasında pozitif yönde orta düzeyde ilişki olduğu ve hemşirelik öğrencilerinin eleştirel düşünme eğilimleri arttıkça, motivasyonun arttığı söylenebilir.
Objective: This research was conducted to determine _x000D_ the effect of critical thinking course on nursing students' critical think?ing tendencies and critical thinking motivations. Material and Meth?ods: This research was carried out as a pre-test, post-test, single group, _x000D_ quasi-experimental study. One hundred and sixteen students studying _x000D_ at the Faculty of Health Sciences in a university and taking the criti?cal thinking course in the Spring Semester of the 2018-2019 Academic _x000D_ Year were eligible. “Descriptive Characteristics Form”, “California _x000D_ Critical Thinking Tendency Scale” and “Critical Thinking Motivation _x000D_ Scale” were used to collect data. Descriptive statistics, Independent _x000D_ sample t-test, paired sample t-test, Pearson Correlation Analysis were _x000D_ used to evaluate the data. Results: 87.9% (n:102) of the studentspar?ticipating in this research were women. 62.1% (n:72) of the students _x000D_ stated that they did not participate in social activities, 64.7% (n:75) _x000D_ did not participate in scientific activities and 69.8% (n:81) did not _x000D_ choose the department by willingness.The California critical thinking _x000D_ tendency scale pre-test total score (220.52±21.51) and post-test score _x000D_ (224.55±22.86) was determined to be low. The critical thinking moti?vation scale pre-test score was 94.32±10.07 and post-test score was _x000D_ 94.16±12.89. However, we found no significant differences in the pre?post difference scores for any of the variables (p=0.585). It was deter?mined that there was a positive relationship between California critical _x000D_ thinking scale and Critical thinking motivation scale. Conclusion: It _x000D_ is concluded that there is a positive correlation between critical think?ing tendencies and critical thinking motivations of nurses and as crit?ical thinking tendency of nurses increases, their motivation also _x000D_ increases.
Objective: This research was conducted to determine _x000D_ the effect of critical thinking course on nursing students' critical think?ing tendencies and critical thinking motivations. Material and Meth?ods: This research was carried out as a pre-test, post-test, single group, _x000D_ quasi-experimental study. One hundred and sixteen students studying _x000D_ at the Faculty of Health Sciences in a university and taking the criti?cal thinking course in the Spring Semester of the 2018-2019 Academic _x000D_ Year were eligible. “Descriptive Characteristics Form”, “California _x000D_ Critical Thinking Tendency Scale” and “Critical Thinking Motivation _x000D_ Scale” were used to collect data. Descriptive statistics, Independent _x000D_ sample t-test, paired sample t-test, Pearson Correlation Analysis were _x000D_ used to evaluate the data. Results: 87.9% (n:102) of the studentspar?ticipating in this research were women. 62.1% (n:72) of the students _x000D_ stated that they did not participate in social activities, 64.7% (n:75) _x000D_ did not participate in scientific activities and 69.8% (n:81) did not _x000D_ choose the department by willingness.The California critical thinking _x000D_ tendency scale pre-test total score (220.52±21.51) and post-test score _x000D_ (224.55±22.86) was determined to be low. The critical thinking moti?vation scale pre-test score was 94.32±10.07 and post-test score was _x000D_ 94.16±12.89. However, we found no significant differences in the pre?post difference scores for any of the variables (p=0.585). It was deter?mined that there was a positive relationship between California critical _x000D_ thinking scale and Critical thinking motivation scale. Conclusion: It _x000D_ is concluded that there is a positive correlation between critical think?ing tendencies and critical thinking motivations of nurses and as crit?ical thinking tendency of nurses increases, their motivation also _x000D_ increases.