The influence of critical thinking skills on performance and progression in a pre-registration nursing program. (January 2015)

• Record Type: Journal Article
• Authors: Pitt, Victoria; Powis, David; Levett-Jones, Tracy; Hunter, Sharyn
• Is Part Of: Nurse education today. Volume 35:Number 1(2015:Jan.)
• Page Start: 125
• Page End: 131
• Publication Date: 2015-01
• Subjects: Nursing -- Study and teaching -- Periodicals; Education, Nursing -- Periodicals; Soins infirmiers -- Étude et enseignement -- Périodiques; Nursing -- Study and teaching; Periodicals; 610.7307
• DOI: 10.1016/j.nedt.2014.08.006
• Languages: English
• ISSNs: 0260-6917

Abstract

<abstract abstract-type="author" id="ab0005"> <title id="st0005">Summary</title> <sec> <title id="st0010">Background</title> <p id="sp0005">The importance of developing critical thinking skills in preregistration nursing students is recognized worldwide. Yet, there has been limited exploration of how students' critical thinking skill scores on <italic>entry</italic> to pre-registration nursing education influence their academic and clinical performance and progression.</p> </sec> <sec> <title id="st0065">Aim</title> <p id="sp0010">The aim of this study was to: i) describe <italic>entry</italic> and <italic>exit</italic> critical thinking scores of nursing students enrolled in a three year bachelor of nursing program in Australia in comparison to norm scores; ii) explore <italic>entry</italic> critical thinking scores in relation to demographic characteristics, students' performance and progression.</p> </sec> <sec> <title id="st0015">Method</title> <p id="sp0015">This longitudinal correlational study used the Health Sciences Reasoning Test (HSRT) to measure critical thinking skills in a sample (<italic>n</italic> = 134) of students, at <italic>entry</italic> and <italic>exit</italic> (three years later). A one sample t-test was used to determine if differences existed between matched student critical thinking scores between <italic>entry</italic> and <italic>exit</italic> points. Academic performance, clinical performance and progression data were collected and correlations with entry critical thinking scores were examined.</p> </sec> <sec> <title id="st0020">Results</title> <p id="sp0020">There was a significant relationship between critical thinking scores, academic performance and students' risk of failing, especially in the first semester of study. Critical thinking scores were predictive of program completion within three years. The increase in critical thinking scores from <italic>entry</italic> to <italic>exit</italic> was significant for the 28 students measured. In comparison to norm scores, <italic>entry</italic> level critical thinking scores were significantly lower, but <italic>exit</italic> scores were comparable. Critical thinking scores had no significant relationship to clinical performance.</p> </sec> <sec> <title id="st0025">Conclusion</title> <p id="sp0025"> <italic>Entry</italic> critical thinking scores significantly correlate to academic performance and predict students risk of course failure and ability to complete a nursing degree in three years. Students' critical thinking scores are an important determinant of their success and as such can inform curriculum development and selection strategies.</p> </sec> </abstract>