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Critical thinking dispositions among newly graduated nurses

Published on Oct 1, 2010in Journal of Advanced Nursing2.376
· DOI :10.1111/j.1365-2648.2010.05282.x
Sigrid Wangensteen7
Estimated H-index: 7
(Gjøvik University College),
Ingegerd Johansson62
Estimated H-index: 62
(Gjøvik University College)
+ 1 AuthorsGun Nordström33
Estimated H-index: 33
(Karlstad University)
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Abstract
Aim. The aim of the study was to describe critical thinking dispositions among newly graduated nurses in Norway, and to study whether background data had any impact on critical thinking dispositions. Background. Competence in critical thinking is one of the expectations of nursing education. Critical thinkers are described as well-informed, inquisitive, openminded and orderly in complex matters. Critical thinking competence has thus been designated as an outcome for judging the quality of nursing education programmes and for the development of clinical judgement. The ability to think critically is also described as reducing the research–practice gap and fostering evidence-based nursing. Methods. A cross-sectional descriptive study was performed. The data were collected between October 2006 and April 2007 using the California Critical Thinking Disposition Inventory. The response rate was 33% (n = 618). Pearson’s chi-square tests were used to analyse the data. Results. Nearly 80% of the respondents reported a positive disposition towards critical thinking. The highest mean score was on the Inquisitiveness subscale and the lowest on the Truth-seeking subscale. A statistically significant higher proportion of nurses with high critical thinking scores were found among those older than 30 years, those with university education prior to nursing education, and those working in community health care. Conclusion. Nurse leaders and nurse teachers should encourage and nurture critical thinking among newly graduated nurses and nursing students. The low Truth-seeking scores found may be a result of traditional teaching strategies in nursing education and might indicate a need for more student-active learning models.
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Aim This paper is a report of a study to identify critical thinking learning needs of new and experienced nurses.
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Aim. The aim of this paper was to illuminate how recently graduated nurses experience their first year as a nurse. Background. Graduate nurses are expected to identify themselves as members of an interdisciplinary team, to feel comfortable in chaos and to make and defend decisions. By graduation nurses expect to have the necessary competence to perform nursing. Recently graduated nurses lack competence, especially relating to leadership. Design. A qualitative design was chosen and 12 nurses work...
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#2Ingegerd JohanssonH-Index: 62
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Sigrid Wangensteen has the recent years been engaged in doctoral studies at Karlstad University in combination with teaching at the bachelor program in nursing at Gjovik Universtity College. This doctoral thesis is focused on newly graduated nurses, their perception of competence, critical thinking dispositions, research use and their experiences of being a nurse during their first year as a nurse. Qualitative and quantitative methods were used. The very first period of time was experienced as t...
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#1Asako Kawashima (Yamaguchi Prefectural University)H-Index: 4
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