DOI QR코드

DOI QR Code

A literature Review (1996-2014) on Critical Thinking in Korean Nursing Education for the Era of Convergence

융복합 시대 준비를 위한 국내 간호대학 교육에서의 비판적 사고 연구(1996-2014) 동향 분석

  • Ha, Na-Sun (Department of Nursing, Seoil University) ;
  • Pak, So-Young (College of Nursing, Shinhan University) ;
  • Lee, Mi-Ja (Department of Nursing, Seoil University)
  • Received : 2015.07.22
  • Accepted : 2015.09.20
  • Published : 2015.09.28

Abstract

The critical thinking has become gradually important in nursing education for the era of convergence. The literature review was undertaken to identify the study trends of critical thinking in nursing education in Korea. 75studies from 1996 to 2014 were reviewed. The studies related to critical thinking were highly increased from 2006. The study design was identified descriptive studies to path model. The predictors to critical thinking were an academic system, age, interpersonal relationship, academic achievement, the duration of clinical practice, satisfaction on nursing, self-esteem, self-efficacy, learning methods and so on. The consequence variables were clinical practice stress, cognitive stress, the ability of problem-solving, clinical competency, emotion control, communication competence. It is necessary to develop education programs and curriculum based on evidence from the researches for increasing critical thinking.

본 연구는 융복합 시대에 중요한 능력인 비판적 사고와 관련되어 국내 간호대학 교육에서 연구된 논문(1996-2014) 75편을 분석한 문헌고찰 연구이다. 고찰 결과 2006년을 기점으로 비판적 사고 관련 연구가 크게 증가하였으며, 연구 설계는 관련 요인을 탐색하는 수준에서 경로모형 구축까지 진행되었음을 확인할 수 있었다. 비판적 사고에 영향을 미치는 요인으로 학력, 연령, 교우관계, 학업성적, 임상실습 기간, 전공만족도, 자아존중감, 자기효능감, 학습방법 등이 확인되었으며, 비판적사고 성향이 높을수록 임상실습 스트레스, 인지된 스트레스가 낮아지고, 문제해결 능력, 임상수행능력, 감정조절, 의사소통 능력이 증가하는 것으로 나타났다. 비판적 사고는 단기간에 획득, 향상되기 어려우므로 지금까지 연구에서 확인된 비판적 사고와 관련된 원인 및 결과변수를 바탕으로 간호교육과정에서 장기적이고 체계적으로 비판적 사고를 향상시키기 위한 교육 프로그램을 개발할 것을 제언한다.

Keywords

References

  1. R. H. Ennis, A logical basis for measuring critical thinking skills. Educational Leadership, Vol. 43, No. 2, pp.44-48, 1985.
  2. P. A. Facione, Critical thinking; A statement of expert consensus for purpose of educational assessment and instruction. p.2, Milbrae, CA, The California Academic Press, 1990.
  3. S. H. Bhang, Research Trends in Korea on critical thinking education and lesson, Journal of lifelong learning society, Vol. 7, No. 1, pp.61-83, 2011. https://doi.org/10.26857/JLLS.2011.04.7.1.61
  4. Zenobia C. Y. Chan, A systematic review of critical thinking in nursing education, Nurse Education Today, Vol. 33, Issue 3, pp.236-240, 2013. https://doi.org/10.1016/j.nedt.2013.01.007
  5. J. A. Worrell, J. Profetto-McGrath, Critical thinking as an outcome of context-based learning among post RN student: A literature review. Nurse Education Today, Vol. 27, Issue 5, pp.420-426, 2007. https://doi.org/10.1016/j.nedt.2006.07.004
  6. S. J. Shin, D. Y. Jung, Critical thinking in nursing science: A literature review. Korean Journal of Adult Nursing, Vol. 21, No. 1, pp.117-128, 2009.
  7. G. Watson, E. Glaser, Watson-Glaser Critical thinking appraisal manual, New York: Harcourt Brace Jovanoich, 1964.
  8. N. C. Facione, P.A. Facione, C. A. Sanchez, Critical thinking disposition as a measure of competent clinical judgment: the development of the california critical thinking disposition inventory. J Nursing Education, Vol. 33, No. 8, pp.345-350, 1994.
  9. S. H. Park, The effect of the program for the improvement of college students' critical thinking ability, Journal of Educational Psychology, Vol. 13, No. 4, pp.93-112, 1999.
  10. J. Yoon. Development of an instrument for the measurement of critical thinking disposition, Ph.D. dissertation, Catholic University, 2004.
  11. I. S. Kwon, G. E. Lee, G. D. Kim, Y. H. Kim, K. M. Park, H. S. Park, Development of a critical thinking disposition scale for nursing students, Journal of Korean Academy of Nursing, Vol. 36, No. 6, pp.950-958. 2006. https://doi.org/10.4040/jkan.2006.36.6.950
  12. S. Y. You, N. C. Kim, Development of critical thinking skill evaluation scale for nursing students, Journal of Korean Academy of Nursing, Vol.44 No.2, pp.129-138, 2014. https://doi.org/10.4040/jkan.2014.44.2.129
  13. C. Tanner, Caring as a value in nursing education. Nursing Outlook. Vol. 38, pp.70-72, 1990.
  14. A. Kawashima, M. A. Petrini, Study of critical thinking skills in nursing students and nurses in Japan. Nurse Education Today, Vol. 24, No. 4, pp.286-292, 2004. https://doi.org/10.1016/j.nedt.2004.02.001
  15. H. Kaya, H. Sen, A. Kececi, Critical thinking in nursing education: Anatomy of a course. New Educational Review, Vol. 23, No. 1, pp.159-173, 2011.
  16. A. Mangena, M. M. Chabeli, Strategies to overcome obstacles in the facilitation of critical thinking in nursing education. Nurse Education Today, Vol. 25, No. 4, pp.291-298, 2005. https://doi.org/10.1016/j.nedt.2005.01.012
  17. F. Myrick, Preceptorship and critical thinking in nursing education. The Journal of Nursing Education, Vol. 41, No. 4, pp.154-164, 2002.
  18. F. Myrick, O. Yonge, Enhancing critical thinking in the preceptorship experience in nursing education. Journal of Advanced Nursing, Vol. 45, No. 4, pp.371-380, 2004. https://doi.org/10.1046/j.1365-2648.2003.02920.x
  19. Beck CT. Caring within nursing education: A metasynthesis. Journal of Nursing Education. Vol. 40, No. 3, pp.101-109, 2001.