Assignment: Caring Behaviours
Background: The literature shows us the nursing students can improve this ability in undergraduate clinical education and they should learn how to think critically for giving better care.
Objective: This study identifies the relationship between disposition toward critical thinking and caring behaviour of nursing students.
Methodology: This cross-sectional study used a convenience sample that comprised 167 undergraduate nursing students enrolled in a four-year nursing course in Eastern Turkey. The data was obtained through a sociodemographic characteristics form, the Caring Nurse-Patient Interaction Scale (CNPI-Long Scale) and the California Critical Thinking Disposition Inventory (CCTDI).
Results: We determined that there was a positive relationship between overall critical thinking dispositions and caring behaviours (r = 0.470, p < 0.01). The simple linear regression analysis result was analysed and it was observed that 22% of the Caring Nurse Patient Interactions were predicted by critical thinking disposition (R^sup 2^ = 0.221, p < 0.01).
Conclusions: The findings indicate that caring behaviours relate to critical thinking disposition.We suggest critical thinking which promote the development of the intellectual capacities of student nurses as independent critical thinkers so that critical thinking should be in all nursing curriculum. Therefore, quality client care will be better.
Keywords: Critical Thinking Disposition, Caring Behaviour, Nursing Students
Critical thinking skills are now an expected outcome of nursing education programmes. The American Association of Colleges of Nursing (1998), the National League for Nursing (1992), and the National League for Nursing Accrediting Commission (2002) identified critical thinking as an essential component of baccalaureate nursing education. Schools of nursing are required to produce outcome assessments of students’ competence in critical thinking as accreditation criteria. As nursing is a practice profession, it is important for the faculty to know the cognitive process characteristics of expert nurses, lead by example and impart critical thinking in clinical settings. The current healthcare environment reflects societal patterns of constant change and complexity. The rapid growth of knowledge and technology related to health and illness requires nurses who are able to solve problems and make crucial decisions in clinical situations. Nurse educators must address the challenge of preparing nurses who can think critically (Twibell et al., 2005).
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