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Volume 5, Issue 8(Suppl) J Nurs Care 2016
ISSN: 2167-1168 JNC, an open access journal
Page 82
Notes:
Euro Nursing 2016
October 17-19, 2016
conferenceseries.com
15th Euro Nursing & Medicare Summit
October 17-19, 2016 Rome, Italy
Development of critical thinking skills in nursing students: A longitudinal study
Karadağ A, Şengül T and Eroğlu K
Koç University School of Nursing, Turkey
Objective: This longitudinal intervention study aimed to develop the critical thinking skills of nursing students. In this manu-
script, we provide an evaluation of the first year data and results.
Method: The study was performed during the 2014-2015 academic year of a foundation university. The study sample consisted
of 22 undergraduate nursing students taking a critical thinking course for 3 hours a week. Data were collected during Spring
2015 using the Student Descriptive characteristics form and the California Critical Thinking Disposition Inventory (CCTDI).
The CCTDI was administered twice to the students, in the first and last week of the course. Data were analyzed using numbers,
percentages and calculated means, along with the Wilcoxon test and the McNemar’s significance test.
Results: The study results indicated that the ratio of students exhibiting low- and moderate-level critical thinking was 90.6%
and 9.1%, respectively, during the first application of the CCTDI; and 81.8% and 18.2%, respectively, during the second appli-
cation of the CCTDI. The difference between these 2 applications was not significant (p>0.05). The mean total CCTDI scores
of the students in the first and second application were X =210±22.3 and X =221±24.4, respectively; the difference between
these scores was found to be significant (p<0.05). Furthermore, the difference between the mean CCTDI sub-scale scores for
the first and second applications were significant for the truth-seeking, open-mindedness and analytical thinking sub-scales
(p<0.05), and not significant for the systematicity, self-confidence and curiosity sub-scales (p>0.05).
Conclusion: We determined that nursing students generally had low critical thinking disposition scores, and that the critical
thinking course contributed to the development of their critical thinking skills. Based on these results, we recommend includ-
ing courses on critical thinking into the curricula of nursing programs, and planning learning experiences that would help
improve critical learning skills.
Biography
Tuba ŞENGÜL is currently working as a clinical instructor at Koç University School of Nursing, Turkey. She completed her BSN Uludag University, Nursing School
and masters at Marmara University and currently pursuing her doctoral at Istanbul University, Turkey. She has published more than 3 papers and attended several
international conferences.
Şengül T et al., J Nurs Care 2016, 5:8(Suppl)