Does writing patient care daily effects on critical thinking? A pilot study with 1st year nursing students

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dc.contributor.author Güven, Şefika Dilek
dc.contributor.author Calpbinici, Pelin
dc.contributor.author Kuzgun, Hürmüs
dc.contributor.author Küçükakça Çelik, Gülden
dc.date.accessioned 2021-05-25T09:43:08Z
dc.date.available 2021-05-25T09:43:08Z
dc.date.issued 2020
dc.identifier.citation Güven, Ş. D., Calpbinici, P., Kuzgun, H., & Çelik, G. K. (2020). Does writing patient care daily effects on critical thinking? A pilot study with 1st year nursing students. Thinking Skills and Creativity, 35, 100638. tr_TR
dc.identifier.uri http://hdl.handle.net/20.500.11787/1625
dc.description.abstract Writing is a powerful way of learning. Writing may provide students with opportunities to think by discussion and use higher-level thinking skills to answer complicated problems. The purpose of this study is to understand whether keeping written patient care logs has an effect on improving the critical thinking skills of nursing students. This study used a quasi-experimental, pretest-posttest design. The sample of the study consisted of 69 students who were registered for the course Fundamentals of Nursing, agreed to participate in the study and filled out the California Critical Thinking Disposition Inventory (CCTDI) completely. The study was conducted with students who were participating in clinical practice of the 1st-year course Fundamentals of Nursing in the spring semester of the academic year of 2016-2017. The pretest was carried out on the first day of clinical practice by applying a questionnaire form and the CCTDI with the students. Throughout the clinical practice, the students kept written logs at the end of each day of practice. The posttest was carried out on the last day of clinical practice by applying the CCTDI with the students. Wilcoxon signed-rank test was used to compare the results of the pretest and the posttest. The mean pretest critical thinking disposition score of the students was found as 214.71 ± 20.17, while their mean score in the posttest was found as 219.13 ± 23.96. The difference between the mean pretest and posttest critical thinking disposition scores was statistically significant. As a result of this study, it was found that the mean critical thinking scores of the students were not on a desired level but keeping written patient care logs affected the improvement of their critical thinking skills positively. tr_TR
dc.language.iso eng tr_TR
dc.relation.isversionof https://doi.org/10.1016/j.tsc.2020.100638 tr_TR
dc.rights info:eu-repo/semantics/embargoedAccess tr_TR
dc.subject Daily writing, nursing student, critical thinking, patient care, nursing tr_TR
dc.title Does writing patient care daily effects on critical thinking? A pilot study with 1st year nursing students tr_TR
dc.type article tr_TR
dc.relation.journal Thinking Skills and Creativity tr_TR
dc.contributor.department Nevşehir Hacı Bektaş Veli Üniversitesi, Semra ve Vefa Küçük Sağlık Bilimleri Fakültesi, Hemşirelik Bölümü tr_TR
dc.contributor.authorID 49141 tr_TR
dc.contributor.authorID 0000-0002-2761-4665 tr_TR
dc.contributor.authorID 45020 tr_TR
dc.contributor.authorID 0000-0001-8242-2773 tr_TR
dc.contributor.authorID 263514 tr_TR
dc.contributor.authorID 0000-0001-7728-8354 tr_TR
dc.contributor.authorID 48421 tr_TR
dc.contributor.authorID 0000-0002-8325-3198 tr_TR


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