Purpose This study was conducted to provide fundamental data for improving the quality of care by investigating the relationships of critical reflection competency, nursing practice environment, job crafting, and person-centered care among tertiary hospital nurses. Additionally, the study sought to identify the factors influencing person-centered care.
Methods: Data were collected from 132 tertiary hospital nurses with at least 1 year of work experience via an online survey conducted in January 2023.
Results: Person-centered care varied significantly according to age, clinical experience, and department. Significant correlations of person-centered care with critical reflection competency (r=.77, p<.001), nursing practice environment (r=.46, p<.001), and job crafting (r=.71, p<.001) were observed. Factors contributing to person-centered care among tertiary hospital nurses included critical reflection competency (β=.46, p<.001) and job crafting (β=.40, p<.001), with an explanatory power of 70.2%.
Conclusion: To provide ethically enhanced person-centered care in tertiary hospitals, various training programs must be developed to strengthen nurses' critical reflection competency and job crafting skills.
Citations
Citations to this article as recorded by
Cultural Competence and Nursing Work Environment: Impact on Culturally Congruent Care in Portuguese Multicultural Healthcare Units Gisela Teixeira, Ricardo Picoito, Filomena Gaspar, Pedro Lucas Healthcare.2024; 12(23): 2430. CrossRef
Factors associated with critical reflection competency among clinical nurse educators Sujin Shin, MiJi Lee, Eunmin Hong Teaching and Learning in Nursing.2024; 19(4): e630. CrossRef
Factors Influencing Person-Centered Care Among Psychiatric Nurses in Hospitals Ji Su Lee, Mi Heui Jang, Min Jung Sun Healthcare.2024; 12(22): 2269. CrossRef
Proactive behaviors and health care workers: A systematic review Alden Yuanhong Lai, Kenneth Z. Wee, Jemima A. Frimpong Health Care Management Review.2024; 49(3): 239. CrossRef
PURPOSE The purpose of this study was to identify the effects of multi-mode simulation learning on critical thinking disposition, on the problem solving process and on clinical competence of nursing students. METHODS A non-equivalent control group with pre-posttest was designed. The participants in this study were 65 students who were enrolled in an emergency and critical nursing course at N university. The treatment group consisted of 33 juniors in 2010 and the control group 32 juniors in 2011. Collected data were analyzed using chi-square, independent t-test, and ANCOVA with the SPSS/WIN 18.0 for Window Program. RESULTS There were significant increases in problem solving process and clinical competence in the treatment group who participated in the multi-mode simulation learning compared to the control group who did not (t=-2.39, p=.020; F=12.76, p=.001). However, there were no significant differences in critical thinking disposition between the treatment and control group (t=0.40, p=.692). CONCLUSION Multi-mode simulation is an effective teaching and learning method to enhance the problem solving process and clinical competence of nursing students. Further exploration is needed to develop and utilize multi-mode simulation for diverse scenarios, depending on emergency nursing educational goals and environments and to develop a universal method to measure outcomes.
Citations
Citations to this article as recorded by
Active methodologies in teaching the nursing process: Scoping review George Oliveira Silva, Natália Del' Angelo Aredes, Jessica Oliveira Cecilio, Flavia Silva e Oliveira, Agueda Maria Ruiz Zimmer Cavalcante, Suzanne Hetzel Campbell Nurse Education in Practice.2025; 83: 104274. CrossRef
The effectiveness of online Visually Enhanced Mental Simulation in developing casualty triage and management skills of paramedic program students: A quasi-experimental research study Songül Demir, Zahide Tunçbilek, Guillaume Alinier International Emergency Nursing.2023; 67: 101262. CrossRef
Developing nursing students' self-efficacy and problem solving skills via high-fidelity simulation Zeliha Cengiz, Züleyha Gürdap, Hatice Oltuluoğlu, Hakime Aslan, Seher Çevik Aktura Teaching and Learning in Nursing.2023; 18(4): e167. CrossRef
Effect of different simulation methods in nursing education on critical thinking dispositions and self-efficacy levels of students Pınar Doğan, Merdiye Şendir Thinking Skills and Creativity.2022; 45: 101112. CrossRef
Tradução e adaptação transcultural do Creighton Competency Evaluation Instrument para o Brasil Nilton Orlando da Silva, Jorge Vinícius Cestari Felix, Radamés Boostel, Lucina Puchalski Kalinke, Stela Adami Vayego, Alessandra Mazzo, Jéssica de Oliveira Veloso Vilarinho, Amanda Carolina de Oliveira Bialetzki Fontoura Acta Paulista de Enfermagem.2021;[Epub] CrossRef
Examining the effect of simulation-based learning on intravenous therapy administration' knowledge, performance, and clinical assessment skills of first-year nursing students Derya Uzelli Yilmaz, Dilek Sari Nurse Education Today.2021; 102: 104924. CrossRef
Effectiveness of the Infectious Disease (COVID-19) Simulation Module Program on Nursing Students: Disaster Nursing Scenarios Won Ju Hwang, Jungyeon Lee Journal of Korean Academy of Nursing.2021; 51(6): 648. CrossRef
Standardize Hasta Uygulamasının Birinci Sınıf Hemşirelik Öğrencilerinin Öz Etkililik-Yeterlik ve İlk Klinik Deneyim Sırasındaki Stres Düzeylerine Etkisi Ayşe DEMİRAY, Nagihan İLASLAN Cumhuriyet Üniversitesi Sağlık Bilimleri Enstitüsü Dergisi.2021; 6(2): 162. CrossRef
Repeated Simulation Experience on Self-Confidence, Critical Thinking, and Competence of Nurses and Nursing Students—An Integrative Review Koukab Abdullah Al Gharibi, MSN, Judie Arulappan, MSc(N), PhD, DNSc SAGE Open Nursing.2020;[Epub] CrossRef
The Timing of Simulation-Based Scenario Implementation in Patient Safety Education: The Example of the Operating Room Nermin Ocaktan, Yasemin Uslu, Merve Kanıg, Vesile Unver, Ukke Karabacak Clinical Simulation in Nursing.2020; 48: 80. CrossRef
The Effect of High Fidelity Simulation Training on Critical Thinking and Problem Solving Skills in Nursing Students in Turkey Feride Taskin Yilmaz, Meral Kelleci, Kadriye Aldemir Educational Research in Medical Sciences.2018;[Epub] CrossRef
Avaliação de competências individuais e interprofissionais de profissionais de saúde em atividades clínicas simuladas: scoping review Fernanda Berchelli Girão Miranda, Alessandra Mazzo, Gerson Alves Pereira Junior Interface - Comunicação, Saúde, Educação.2018; 22(67): 1221. CrossRef
Effect of simulation training on the development of nurses and nursing students' critical thinking: A systematic literature review Mohsen Adib-Hajbaghery, Najmeh Sharifi Nurse Education Today.2017; 50: 17. CrossRef
The value of simulation-based learning in pre-licensure nurse education: A state-of-the-art review and meta-analysis Robyn P. Cant, Simon J. Cooper Nurse Education in Practice.2017; 27: 45. CrossRef
Virtual versus face-to-face clinical simulation in relation to student knowledge, anxiety, and self-confidence in maternal-newborn nursing: A randomized controlled trial Shelley Cobbett, Erna Snelgrove-Clarke Nurse Education Today.2016; 45: 179. CrossRef
The effects of simulation-based learning using standardized patients in nursing students: A meta-analysis Pok-Ja Oh, Kyeong Deok Jeon, Myung Suk Koh Nurse Education Today.2015; 35(5): e6. CrossRef
PURPOSE The purposes of this study were as follows; 1) To review the definitions of critical thinking from various perspectives, 2) To examine the critical thinking measurements throughout nursing research, and 3) To review the nursing studies with regard to critical thinking. METHODS This study was a literature review with regard to the critical thinking in nursing in aspects of conceptual meaning, measurements, and research. RESULTS The definition of critical thinking in nursing included decision making in clinical setting, inference with logical construct to increase nursing quality, interpretation in the context, and evaluation. The critical thinking was a core concept, which meant not only simple nursing process, but included decision making ability. The critical thinking has been conceptualized by both critical thinking disposition and skill. However, there was no nursing specified critical thinking measurement. Critical thinking research has been conducted to describe critical thinking disposition and critical thinking, to determine relationships between critical thinking and clinical competency, and to evaluate the effectiveness of educational programs. CONCLUSION The instruments for measuring critical thinking disposition and skill that contain cultural difference and clinical specificity need to be developed to measure critical thinking and increase it.
PURPOSE This study was to evaluate clinical competence in relation to self-directed learning, critical thinking disposition, and participating in PBL(Problem-Based Learning) group activities of nursing students. METHODS Data were collected from 108 nursing students in Oct. 2006. RESULTS Clinical competence had a significant positive correlation with self-directed learning, critical thinking disposition, and participation in PBL group activities. There was a significant difference in clinical competence according to interpersonal relationship. Participation in PBL group activities was the most influential factor of clinical competence(R2=.34). Also, the influence of clinical competence increased with the addition of self-directed learning(R2=.42). CONCLUSION It is essential to encourage the self-directed learning and participation in PBL group activities for the improvement of clinical competence. It is relatively important for clinical competence to consider the educational environment systematically.
PURPOSE The descriptive-correlational study was undertaken in order to investigate the relationships between critical thinking disposition and critical thinking skill in clinical nurses. METHODS A convenience sample of 50 registered nurses was obtained from E University Hospital. The instruments used in this study were general characteristics, California Critical Thinking Disposition Inventory (CCTDI) and California Critical Thinking Skill Test(CCTST) developed by Facione & Facione (1994). The data were analyzed by descriptive statistics, t-test, ANOVA, Duncan test and Pearson's Correlation Coefficient with SPSS 12.0 Program. RESULTS 1) There was a statistically significant difference in critical thinking disposition according to age (F=3.23, p=.03) and educational background (F=39.07, p=.00). 2) There was a statistically significant difference in critical thinking skill according to age (F=3.40, p=.02), educational background(F=32.51, p=.00), and period of professional nursing experience(F=3.56, p=.02). CONCLUSION A significant positive correlation between critical thinking disposition and critical thinking skill was found(r=.68, p=.00). Critical thinking disposition and critical thinking skill according to age and educational background had statistically significant differences. Therefore, it is needed to emphasize the necessity of continuous education and training of nurses which prepare their critical thinking ability.
PURPOSE This descriptive - comparison study was conducted to investigate the critical thinking disposition of senior nursing students in three types of nursing program. Method The convenience sample was drawn from 472 nursing students. Instruments used in this study were made California Critical Thinking Disposition Inventory developed by Facione & Facione (1994). Data was analyzed by descriptive statistics, t-test, ANOVA, Scheffe test with SAS 6.12 program. RESULTS: 1. The total mean score of critical thinking disposition was 279.06. Inquisitiveness was the highest with an mean score 45.50, while systematicity was the lowest with mean score of 36.15. There was a statistically significant difference in critical thinking disposition(F=14.36, p=.00)according to senior nursing students in three types of nursing programs. 2. There was a statistically significant difference in critical thinking disposition(F=5.53, p=.00) according to age, marital status(t=-3.15, p=.00), religion(F=3.26, p=.02) and critical thinking course taken previously(t=3.10, p=.00). CONCLUSION: There was a statistically significant difference in critical thinking disposition(F=14.36, p=.00) according to senior nursing students in three types of nursing program. There was a statistically significant difference in Critical thinking disposition according to age, marital status, religion, logic, philosophy, critical thinking course.
PURPOSE The purpose of this study is to illuminate the relation between the aesthetics and qualitative nursing research, and especially to consider the aesthetical characteristics of phenomenological nursing research which may reflect works of art. METHOD Based on Heidegger, Merleau-ponty and Gadamer' philosophical aesthetics, this study shows how aesthetical thought can be is applied to artistic creation and aesthetical criticism in the phenomenological research of nursing. RESULT The result of aesthetical characteristics of phenomenological nursing research were as follows: 1) Poetical thought of the client's experience as the living is revealed as poetic expressions in forms of listening gazing, reflection and metaphor. 2) Literature works, paintings, poetry and fiction used as sources of lived-experience help to awaken insight into the essence of lived-experience. 3) Aesthetical evaluation of phenomenological product as art is related to the harmony as a whole, especially to the ability to do vicarious lived-experience of the client. CONCLUSION In order to produce creative phenomenological works in nursing research, two suggestions are made: aesthetical thought and poetic language in phenomenological reflective writing which enables researchers to transmit the essence of the lived-experience.
E-SUBMISSION
First
Prev
