The Effect of Two Different Education Methods Based on Distance Education for Nursing Students on Critical Thinking
Overview
- Phase
- Not Applicable
- Intervention
- Not specified
- Conditions
- Critical Thinking
- Sponsor
- Esra Tayaz
- Enrollment
- 153
- Locations
- 1
- Primary Endpoint
- critical thinking disposition
- Status
- Completed
- Last Updated
- 3 years ago
Overview
Brief Summary
Critical thinking forms the basis of nursing knowledge. Critical thinking skills constitute a vital part of the nurse's work performance, adaptation, problem solving, awareness of the responsibilities of the profession, and the conceptual understanding of nursing. Due to the increasing number of dependent patients, complex care needs and increasing research in the field of health, intensive care nurses have to think critically in order to learn throughout life, develop professionally, work effectively with teammates, reach care and treatment goals, and contribute to the change of society.
Detailed Description
The sample size of the study was calculated using the G\*Power Software (ver. 3.1.9.2) program. For the smallest sample size of the study, 85% power and medium effect size (f:0.25) at the 95% confidence interval, 110 individuals were found, with at least 55 individuals in each group. The intervention group consisted of students enrolled in the intensive care nursing course, which is one of the third year elective courses, and the control group consisted of the students enrolled in the perinatology course from the third year elective courses. The study was completed on a voluntary basis. After the losses, a sample of 64 from the intervention group and 54 from the control group was created, and the data of a total of 118 students were evaluated. The students in the intervention group were given theoretical training for the first 4 weeks, followed by theoretical and case presentations in the following weeks. It is aimed to increase the critical thinking disposition of the students by using critical thinking techniques during the trainings. A total of 8 weeks of training was given. For the first 5 weeks, training was given with a two-week break for the next three weeks. The control group was given a booklet for critical thinking. Pre-test and post-test were applied simultaneously to both groups. Critical thinking disposition scale was applied in the pre-test and post-test.
Investigators
Esra Tayaz
Research Assistant
Ankara Yildirim Beyazıt University
Eligibility Criteria
Inclusion Criteria
- •Willingness to participate in the research,
- •Willingness to participate in the research,
- •Not having taken a critical thinking course before,
- •Being able to speak Turkish,
Exclusion Criteria
- •Not being willing to participate in the research,
- •Not willing to participate in the research,
- •To fill in the research forms incompletely,
- •Working as a nurse in an institution
- •To be a graduate of the nursing department from a health vocational high school.
Outcomes
Primary Outcomes
critical thinking disposition
Time Frame: 8 weeks after the implementation
evaluated with "critical thinking disposition (CTHD) scale". This scale include 5 subdimensions. Total minimum score is 49, maximum score is 245. An increase in the score indicates that the tendency to think critically increases.