Jin-Ah Park; Bog-Ja Kim

doi:10.4040/jkan.2009.39.6.840

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Original Article
Critical Thinking Disposition and Clinical Competence in General Hospital Nurses: Jin-Ah Park, Bog-Ja Kim; Journal of Korean Academy of Nursing 2009;39(6):840-850.
DOI: https://doi.org/10.4040/jkan.2009.39.6.840
Published online: December 31, 2009

¹Head Nurse, Ewha Womans University Hospital, Seoul, Korea.

²Clinical Assistant Professor, Department of Clinical Nursing, College of Medicine, University of Ulsan, Seoul, Korea.

Address reprint requests to: Kim, Bog-Ja. Department of Clinical Nursing, University of Ulsan, 388-1 Pungnap-dong, Songpa-gu, Seoul 138-736, Korea. Tel: 82-2-3010-5331, Fax: 82-2-3010-5332, bjkim@amc.seoul.kr

• Received: October 7, 2008 • Accepted: November 20, 2009

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Abstract
NOTES
REFERENCES

Abstract

Purpose
This study was done to investigate the relationship between critical thinking disposition and clinical competence among nurses in general hospitals.
Methods
This study was a descriptive-correlational study with a convenience sample of 560 nurses from 5 general hospitals. The data were collected by self-administered questionnaires. Critical thinking disposition was measured using the Critical Thinking Disposition Scale for Nursing Students. Clinical competence was measured using the Standardized Nurse Performance Appraisal Tool.
Results
The mean score for critical thinking disposition and clinical competence was 3.37 and 4.10 respectively on a 5 point scale. A statistically significant correlation was found between critical thinking disposition and clinical competence. A regression model explained 72.8% of clinical competence. Prudence is the most significant predictor of clinical competence (R²=.728).
Conclusion
Study findings suggest that nurses with a higher level of critical thinking disposition would have a higher level of clinical competence. Furthermore, prudence might be the most important predictor of clinical competence. In order to strengthen clinical competence in nurses, the development and enhancement of critical thinking should be emphasized at the college level and nurses should be encouraged to make a clinical decision with greater prudence.
Keywords: Thinking; Clinical competence; Nurses

This article is based on a part of the first author's masters' thesis from University of Ulsan.

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Table 1

General Characteristics of Subjects (N=560)

^*Missing data excluded; ^†Critical thinking education; ^‡Multiple response.

Table 2

Critical Thinking Disposition (N=560)

Table 3

Critical Thinking Disposition by General Characteristics (N=560)

^*Critical thinking education.

Table 4

Clinical Competence by General Characteristics (N=560)

^*Critical thinking education.

Table 5

Correlations between Critical Thinking Disposition and Clinical Competence (N=560)

^**p<.001.

Table 6

Predictors of Clinical Competence

^**p<.001; ^†Dummy coded (0=Medical, 1=OB&GY).

Figure & Data

REFERENCES

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Critical Thinking Disposition and Clinical Competence in General Hospital Nurses

J Korean Acad Nurs. 2009;39(6):840-850. Published online December 31, 2009

DOI: https://doi.org/10.4040/jkan.2009.39.6.840

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Critical Thinking Disposition and Clinical Competence in General Hospital Nurses

Table 1

General Characteristics of Subjects (N=560)

^*Missing data excluded; ^†Critical thinking education; ^‡Multiple response.

Table 2

Critical Thinking Disposition (N=560)

Table 3

Critical Thinking Disposition by General Characteristics (N=560)

^*Critical thinking education.

Table 4

Clinical Competence by General Characteristics (N=560)

^*Critical thinking education.

Table 5

Correlations between Critical Thinking Disposition and Clinical Competence (N=560)

^**p<.001.

Table 6

Predictors of Clinical Competence

^**p<.001; ^†Dummy coded (0=Medical, 1=OB&GY).

Table 1 General Characteristics of Subjects (N=560)

^*Missing data excluded; ^†Critical thinking education; ^‡Multiple response.

Table 2 Critical Thinking Disposition (N=560)

Table 3 Critical Thinking Disposition by General Characteristics (N=560)

^*Critical thinking education.

Table 4 Clinical Competence by General Characteristics (N=560)

^*Critical thinking education.

Table 5 Correlations between Critical Thinking Disposition and Clinical Competence (N=560)