Research Utilization and Critical Thinking of Undergraduate Nursing Students
Notice bibliographique
Résumé
In the nursing profession, the concept of critical thinking (CT) has been increasingly the focus of investigation for the past several years. CT is a valuable skill in nursing practice. Nurses need complex thinking skills to manage effectively the fast-paced and constantly changing health care environments in which they work. Critical thinking skills are also vital in developing evidence-based nursing practice. Nurses who are disposed to think critically are more likely to interpret the available evidence critically, and more able to make high quality judgments and draw valid inferences. Currently, I did not find any published studies that specifically examined the relationship between Critical Thinking Dispositions CTDs) and research utilization (RU) of undergraduate nursing students. The overall aim of the research was to investigate the critical thinking dispositions (CTDs) and Research Utilization (RU) of undergraduate nursing students enrolled in a baccalaureate nursing program at a university in Western Canada. It was also the purpose of this research study to identify undergraduate nursing students’ perceptions about critical thinking and its relationship to research utilization. A mixed method sequential explanatory design was used to answer the research questions. In the first paper (Chapter 3), quantitative data and findings related to CTDs and RU are reported. The results of this study indicate that the majority of baccalaureate nursing students who participated in the study had adequate levels of CTDs and RU. These results reinforce the need for students’ continued development in the areas of CT and RU. In the second paper (chapter 4), qualitative findings related to research utilization are reported. The study findings are categorized into the components of PARIHS framework evidence, context and facilitation. Findings disclose some key themes of factors perceived by nursing students that facilitate or restrict them to use research in practice setting. In the third paper (chapter 5), I discuss some of the challenges that one researcher faced when undertaking a mixed methods research project. The combined findings of this dissertation discussed in chapter 6, demonstrate that dispositions are crucial to critical thinking; without them CT and RU do not happen or may be substandard. Through my research, I was able to identify several ways by which educational and clinical organizational culture and context exert an influence on undergraduate nursing students CTDs and RU behaviors. Recommendations, limitations and avenues for future research are also presented in this chapter.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,008 | 0,037 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,003 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,002 |
| Communication savante | 0,005 | 0,001 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».