The relationship between critical thinking and how time is structured in the clinical setting for students in a baccalaureate nursing program.
This experimental study was undertaken to investigate the relationship between critical thinking and how time is structured in the clinical setting. A total of 93 respondents completed the Watson-Glaser Critical Thinking Appraisal (CTA) Form: 35 in the comparison group, 29 in the 2-hour/8-hour clinical groups, and 29 in the 5-hour/5-hour clinical groups. Results of the ANOVA test shows that, at Time 1, students in the comparison group had the lowest mean score (9.23) and the 2-hour/8-hour clinical groups had the highest mean score (10.94), suggesting that the three groups were not equal at Time 1 in terms of their critical thinking ability. Nevertheless, the within subjects effects shows that while all three groups indicate positive Time 1-Time 2 changes, only the 5-hour/5-hour groups show a substantial degree of improvement (10.04 to 10.75), i.e., the study groups x time interaction effect is significant (p < .001). This pattern of significance between subjects effects and differential changes in CTA scores over time, with the 5-hour/5-hour groups showing the largest degree of change is consistent among the fine sub-component of the Watson-Glaser Scale. Students in the 5-hour/5-hour groups showed the most improvement in their scores in the area of Interpretation and Evaluation of arguments which was 9.55 at Time 1 and 10.52 at Time 2.
Graham
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D002983:Clinical Competence; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D006801:Humans; D007600:Judgment; D011340:Problem Solving; D012044:Regression Analysis; D013338:Students, Nursing / Q000523:psychology*; D017748:Time Management