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A study to compare the critical thinking dispositions between Chinese and American college students
Title
A study to compare the critical thinking dispositions between Chinese and American college students.
Creator
Dennett, Susan K., Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this quantitative research study was to compare Chinese and American students’ inclined level of critical thinking using the California Critical Thinking Disposition Inventory (CCTDI) (Insight Assessment, 2013). The literature of Paul and Elder (1996, 2000, 2005, 2010), Facione and Facione (1992, 1996) and Brookfield (2005, 2010, 2013) and the conceptual framework in this study provided the foundation for the main research question of whether there are differences between...
Show moreThe purpose of this quantitative research study was to compare Chinese and American students’ inclined level of critical thinking using the California Critical Thinking Disposition Inventory (CCTDI) (Insight Assessment, 2013). The literature of Paul and Elder (1996, 2000, 2005, 2010), Facione and Facione (1992, 1996) and Brookfield (2005, 2010, 2013) and the conceptual framework in this study provided the foundation for the main research question of whether there are differences between Chinese and American students’ scores on the seven individual scales and their total score on the CCTDI. The Sample included 41 Chinese and 50 American undergraduate and graduate students at Florida Atlantic University, a regional research university located in southeast Florida. Independent t-tests concluded that there were no differences between the 41 Chinese students and the 50 American students regarding their critical thinking dispositions on each of seven scales on the CCTDI. A factorial analysis of variance measured moderator questions to determine whether there was a difference between Chinese and American students’ CCTDI scores based on student gender, discipline of study, undergraduate or graduate status, or enrollment as an undergraduate within the United States. There were significant differences between the critical thinking dispositions of Chinese and American undergraduate and graduate students when comparing the scale of open mindedness and gender. There were also significant differences for the scale of confidence in reasoning and discipline. For the remaining questions, there were no significant differences. A Pearson’s correlation determined that there was no relationship between the length of time students had been in the United States and their scores on the CCTDI. Educational implications include that when problem-solving skills are developed in the college setting, critical thinking can be cultivated to help prepare students for work in future employment settings. Social implications include the use of critical thinking when faced with decision making in adults’ lives, as well as in their daily work. This study may be the foundation for future studies. Finally, educators may find the CCTDI helpful in positioning students’ critical thinking dispositions prior to learning or training activities.
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Date Issued
2014
PURL
http://purl.flvc.org/fau/fd/FA00004100, http://purl.flvc.org/fau/fd/FA00004100
Subject Headings
Behaviorism (Psychology), Critical thinking, Learning, Psychology of, Reasoning (Psychology), Thought and thinking
Format
Document (PDF)
puzzle of transformation: Becoming a nurse practitioner
Title
The puzzle of transformation: Becoming a nurse practitioner.
Creator
Siccardi, Patricia Mahoney., Florida Atlantic University, Maslin-Ostrowski, Patricia
Abstract/Description
The purpose of this study was to provide introductory knowledge about the value of narrative methods of teaching nurse practitioners and their transition to advanced practice. According to this study, becoming a nurse practitioner requires a paradigm shift. It demands that nurse practitioners remain grounded in nursing and yet, integrate enhanced critical thinking, diagnostic reasoning, and holistic humanistic caring. It was determined that the transition to the nurse practitioner role begins...
Show moreThe purpose of this study was to provide introductory knowledge about the value of narrative methods of teaching nurse practitioners and their transition to advanced practice. According to this study, becoming a nurse practitioner requires a paradigm shift. It demands that nurse practitioners remain grounded in nursing and yet, integrate enhanced critical thinking, diagnostic reasoning, and holistic humanistic caring. It was determined that the transition to the nurse practitioner role begins during the formal learning program and continues for several years after graduation. There is a learning curve involved in the transformation. Creating a new identity occurred slowly and incrementally over time as a result of continuous learning. Students and graduates often felt frightened and alone in their new role. According to the findings of this study, becoming a nurse practitioner requires a transformation. The following four processes or meta-themes describe the transformation: (1) A learning process: Continuous learning; (2) A problem solving process: Putting the pieces together; (3) A challenging process: A time of transition; and (4) A socialization process: Expanding one's identity. Participants identified the metaphor of a puzzle to symbolize the transformation they experienced. The puzzle represents the challenge of putting together the pieces of learning and the change involved in the transformation from registered nurse to nurse practitioner. The conclusions suggest that learning the diagnostic reasoning skills required in primary care practice is enhanced by using narratives. The conclusions indicate that stories and case studies are useful methods for teaching the process of assessment, diagnosis, and treatment needed by nurse practitioners. Case studies improve critical thinking and problem solving skills. Stories help nurse practitioners remain grounded in humanistic nursing practice and focused on the therapeutic relationship. This study determined that the essential quality that makes both of these methods valuable for learning is the ability to encourage critical thinking through dialogue and discussion.
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Date Issued
1999
PURL
http://purl.flvc.org/fcla/dt/12598
Subject Headings
Nurse practitioners--Education, Problem-based learning, Critical thinking
Format
Document (PDF)
Predicting success in the associate degree nursing program
Title
Predicting success in the associate degree nursing program.
Creator
Crouch, Suzanne Johnson., Florida Atlantic University, Kerensky, Vasil M.
Abstract/Description
Admission criteria for the selection of students are determined by educational institutions. Presently, no objective instrument is used consistently as a predictor of successful nursing program completion (Haglund, 1978). The nursing department in the community college in this study utilizes the prerequisite college grade point average and the National League for Nursing pre-admission test for admission into the school of nursing. Admission into the associate degree nursing program is based...
Show moreAdmission criteria for the selection of students are determined by educational institutions. Presently, no objective instrument is used consistently as a predictor of successful nursing program completion (Haglund, 1978). The nursing department in the community college in this study utilizes the prerequisite college grade point average and the National League for Nursing pre-admission test for admission into the school of nursing. Admission into the associate degree nursing program is based solely on these two criteria. The purpose of this study was to assess the merit of the Watson-Glaser Critical Thinking Appraisal as a pre-admission criterion in conjunction with the currently utilized admission criteria of the college prerequisite grade point average and the National League of Nursing pre-admission test. The research question of this study was: Can the Watson-Glaser Critical Thinking Appraisal be utilized along with the college prerequisite grade point average and the National League for Nursing pre-admission test in a prediction formula for success in the Associate Degree Nursing Program? Data were collected from 192 associate degree nursing students. The setting was a community college in southeastern Florida that is currently accredited by the National League for Nursing. The subjects completed the Watson-Glaser Critical Thinking Appraisal at the beginning of the associate degree program. Data from students' records revealed the college prerequisite grade point average and the National League for Nursing pre-admission test scores. A discriminant analysis was computed to determine the significance of the prediction formula of Y1 = c + b1 X + b2 X2+ b3 X3. The dependent variable was the nursing grade point average. The independent variables were the Watson-Glaser Critical Thinking Appraisal; the college prerequisite grade point average; and the National League for Nursing pre-admission test score (F = 14.847; df = 191; p < .001). The predictor variables of college prerequisite grade point average, National League for Nursing pre-admission test score, and the Watson-Glaser Critical Thinking Appraisal score were significant in predicting success in the associate degree nursing program as measured by the dependent variable nursing grade point average. The prediction formula as a whole had a significance level p < .001, thereby rejecting the null hypothesis.
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Date Issued
1999
PURL
http://purl.flvc.org/fcla/dt/12615
Subject Headings
Nursing--Study and teaching (Associate degree), Prediction of scholastic success, Critical thinking
Format
Document (PDF)
Black adolescents’ critical encounters with media and the counteracting possibilities of critical media literacy
Title
Black adolescents’ critical encounters with media and the counteracting possibilities of critical media literacy.
Creator
Waldon, Kalisha, Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
This transformative mixed-methods research study, uniquely designed as a 12-week curriculum to facilitate critical media literacy, drew upon the principles of critical pedagogy to investigate Black adolescents ‘perceptions of the impact of media on their racial identities. Responding to the high rate of media consumption among Black youth, the Critical Encounters Unit engaged 79 Black high school students in the southeast United States in examining how they made sense of their media...
Show moreThis transformative mixed-methods research study, uniquely designed as a 12-week curriculum to facilitate critical media literacy, drew upon the principles of critical pedagogy to investigate Black adolescents ‘perceptions of the impact of media on their racial identities. Responding to the high rate of media consumption among Black youth, the Critical Encounters Unit engaged 79 Black high school students in the southeast United States in examining how they made sense of their media encounters. Data on participants ‘perceptions of the role media plays in constructing Black identities and societal perceptions of Blacks were gathered through pre-post study surveys of all participants‘ self-identities and media literacy, interviews with 15 participants, 467 student journals, and 15 video observation field notes.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004474, http://purl.flvc.org/fau/fd/FA00004474
Subject Headings
African Americans in popular culture, Blacks -- Race identity -- United States, Critical theory, Critical thinking, High school students, Black -- Attitudes -- United States, Mass media and youth, Racism -- Prevention
Format
Document (PDF)