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An investigation of critical thinking, critical thinking dispositions, and preferred learning styles of nursing students in a baccalaureate nursing program.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An investigation of critical thinking, critical thinking dispositions, and preferred learning styles of nursing students in a baccalaureate nursing program./
Author:	Heath, Linda S.
Description:	1 online resource (158 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 61-12, Section: B.
Contained By:	Dissertations Abstracts International61-12B.
Subject:	Nursing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9959021click for full text (PQDT)
ISBN:	9780599623835

An investigation of critical thinking, critical thinking dispositions, and preferred learning styles of nursing students in a baccalaureate nursing program.
Heath, Linda S.

An investigation of critical thinking, critical thinking dispositions, and preferred learning styles of nursing students in a baccalaureate nursing program. - 1 online resource (158 pages)

Source: Dissertations Abstracts International, Volume: 61-12, Section: B.

Thesis (Ph.D.)--Walden University, 2000.

Includes bibliographical references

This descriptive correlational study examined the critical thinking abilities, critical thinking dispositions, and preferred learning styles of baccalaureate nursing students in an accredited nursing program from time of entry to exit. The California Critical Thinking Skills Test (CCTST), the California Critical Thinking Dispositions Inventory (CCTDI), the Watson-Glaser Critical Thinking Appraisal (WGCTA), and the Productivity Environmental Preference Survey (PEPS) were the instruments used. Correlational measurements were done with a convenience sample of 71 baccalaureate nursing students from a nursing program in the Midwest. Results indicated that students were entering the program with overall positive dispositions toward critical thinking. There was not a significant growth in critical thinking abilities from program entry to exit as measured by either the CCTST or the WGCTA. Learning style preferences identified as most important by students when learning new or difficult information were (a) the need for structure and organization, (b) having an authority present while learning who frequently checks with the student, (c) the time of day (most preferred afternoon), and (d) learning in an environment that was warm. Cross tabulations were performed for the preferred learning styles and critical thinking dispositions. These tabulations were performed for the most important subcategory (temperature, structure, authority present, learning in the afternoon) from each major preference category (environment, emotional needs, sociological needs, physical needs) and the seven critical thinking dispositions. When the student's preference for structure while learning was cross-tabulated with the disposition of systematicity, the trend was to prefer less structure as the disposition of systematicity strengthened. As students develop their organizational abilities, the need for structure within the learning setting may diminish. Those students who preferred structure and the presence of an authority figure while learning were also very inquisitive and mature.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9780599623835Subjects--Topical Terms:

528444
Nursing.
Subjects--Index Terms:

Baccalaureate nursingIndex Terms--Genre/Form:

542853
Electronic books.

An investigation of critical thinking, critical thinking dispositions, and preferred learning styles of nursing students in a baccalaureate nursing program.
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