Critical Thinking and Reflection for Mental Health Nursing Students
Critical Thinking and Reflection for Mental Health Nursing Students

Author: Marc Roberts

Publisher: Learning Matters

Published: 2015-11-02

Total Pages: 161

ISBN-13: 1473954959

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The ability to reflect critically is a vital nursing skill. It will help your students to make better decisions, avoid errors, identify good and bad forms of practice and become better at learning from their experiences. The challenges they will face as a mental health nurse are complex so this book breaks things down to the foundations helping them to build critical thinking and reflection skills from the ground up. Key features: · Covers the theory and principles behind critical thinking and reflection · Explores the specific mental health context and unique challenges students are likely to face as a mental health nurse · Applies critical thinking to practice but also to academic study, showing how to demonstrate these skills in assignments

The Influence of Cultural Values on Critical Thinking Dispositions Among Baccalaureate Nursing Students: a Comparative Analysis Between Thailand and the United States
The Influence of Cultural Values on Critical Thinking Dispositions Among Baccalaureate Nursing Students: a Comparative Analysis Between Thailand and the United States

Author: Chayapa Chaisuwan

Publisher:

Published: 2020

Total Pages: 258

ISBN-13:

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The development of critical thinking dispositions and skills is recognized as a significant part of nursing education. Critical thinking dispositions are the consistent internal motivation or the person’s habitual ways to utilize critical thinking skills (Facione, 1990a). Developing strong critical thinking dispositions is important to the development of strong critical thinking skills and is imperative for nursing students to improve patient safety and healthcare quality. However, the increasing cultural diversity in the classroom and clinical settings may challenge the development and use of critical thinking dispositions of students in nursing education. The aims of this cross-sectional, comparative non-experimental study design were to explore if cultural values varied between Thailand and the United States, using the World Values Survey (WVS) datasets; to explore if critical thinking dispositions varied between pre-licensure baccalaureate nursing students in Thailand (n=100) and the United States (n=100) using the California Critical Thinking Disposition Inventory (CCTDI); and to investigate the relationship between cultural values and critical thinking dispositions among pre-licensure baccalaureate nursing students in Thailand and the United States. Data was analyzed utilizing descriptive statistics, Pearson’s product moment correlation coefficient, independent t-tests, simple linear regression, and multiple linear regression. The findings in this study illustrated that: There is a statistically significant difference in cultural values between Thailand and the United States (p