Affirming values: using critical reflection to explore meaning and professional practice

This study aims to know mastery learning of students’ critical thinking ability with learning cycle 7E, determine whether the critical thinking ability of the students with learning cycle 7E is better than students’ critical thinking ability with expository model, and describe the students’ critical thinking phases based on the mathematical anxiety level. The method is mixed method with concurrent embedded. The population is VII grade students of SMP Negeri 3 Kebumen academic year 2016/2017. Subjects are determined by purposive sampling, selected two students from each level of mathematical anxiety. Data collection techniques include test, questionnaire, interview, and documentation. Quantitative data analysis techniques include mean test, proportion test, difference test of two means, difference test of two proportions and for qualitative data used Miles and Huberman model. The results show that: (1) students’ critical thinking ability with learning cycle 7E achieve mastery learning; (2) students’ critical thinking ability with learning cycle 7E is better than students’ critical thinking ability with expository model; (3) description of students’ critical thinking phases based on the mathematical anxiety level that is the lower the mathematical anxiety level, the subjects have been able to fulfil all of the indicators of clarification, assessment, inference, and strategies phases.

University of Florida College of Medicine

Many studies have demonstrated that critical thinking skill increases the academic achievement (Tumkaya, 2011) and improves problem-solving skills (Bowles, 2000; Kucukguclu and Kanbay, 2011) and that students with high critical thinking scores are more successful in professional practices (Bowles, 2000). In addition to these, critical thinking skills take an important place in terms of nursing education as they enable providing reliable, effective and quality nursing care (Daly, 1998; Oerman, 1998; Paul and Heaslip, 1995). It is observed that university education, which constitutes the step before individuals go into the professional life, does not develop critical thinking skills adequately although it has an important function in the personal and professional lives of individuals (Kanbay et al., 2012, Kanbay and Okanli, 2017). Many studies have shown that critical thinking skills of university students are at a low level (Kantek et al., 2010; Akkus et al., 2010; Arslan et al., 2009; Bulut et al., 2009) or generally at a medium level (Beser and Kissal, 2009; Kucukguclu and Kanbay 2011; Korkmaz, 2009; Sen, 2009; Cetin, 2008; Kanbay et al., 2013). Critical thinking skills enable individuals to question and accept the information and to make effective decisions by developing alternative points of view. In this respect, individuals should gain critical thinking skills to be able to critically approach the information at all stages of education from pre-school education to higher education (Akca and Tasci, 2009). This can only be achieved through an educational system aimed at critical thinking (Kokdemir, 2003). For this reason, critical thinking should be explained and developed in the objectives of higher education programs (Ennis, 1997). Based on this whole literature, critical thinking was thought to have significant effects on nursing education, and the answers to the following questions were sought by planning this study with the aim of determining the development of nursing students’ critical thinking skills and academic achievements during undergraduate education and examining the change of critical thinking skills according to descriptive characteristics. • Do the mean scores of the critical thinking skills of students differ according to the follow-ups? • Do the mean scores of the academic achievement of students differ according to the follow-ups? • Is there a relationship between the mean score of critical thinking and academic achievement score according to the follow-ups? • Does critical thinking skill differ in terms of descriptive characteristics according to the follow-ups?

A Review of:
 Kwon, Nahyun. “A Mixed-Methods Investigation of the Relationship between Critical Thinking and Library Anxiety among Undergraduate Students in their Information Search Process.” College & Research Libraries 69.2 (2008): 117-31.
 
 Objective – To investigate the nature of the association between a student’s critical thinking disposition and the extent to which they suffer from library anxiety.
 
 Design – Standardized quantitative survey instruments and a qualitative content analysis of student essays.
 
 Setting – A state (publically funded) research university located in the southeast United States.
 
 Subjects – 137 undergraduate students enrolled in the Library and Research Skills course.
 
 Methods – Undergraduate students enrolled in the three-credit course Library and Research Skills during the spring 2006 semester were invited to participate in the study. Of 180 students registered in the course, 137 volunteered to take part. Data collection took place in the first two weeks of the semester. 
 
 Participants were asked to complete two standardized survey instruments: the California Critical Thinking Disposition Inventory (CCTDI) and the Library Anxiety Scale (LAS). The purpose of the CCTDI is to “measure a person’s disposition to use critical thinking” (119). The instrument consists of seven scales: “truth-seeking”; “open-mindedness”; “analyticity”; “systematicity”; “critical thinking self-confidence”; “inquisitiveness”; and “maturity” (119). “Truth-seeking” is a commitment to seeking answers even if the process proves difficult or reveals information outside of one’s belief system, “systematicity” is defined as an organized approach to problem solving, and “maturity” is the ability to make “reflective decisions when facing ill-structured problem situations” (119). “Analyticity” refers to a subject’s ability to anticipate possible outcomes, “open-mindedness” to being open to different points of view, “critical thinking self- confidence” to a belief in one’s own critical thinking skills, and “inquisitiveness” to “intellectual curiosity” (119). Participants scored 75 items using a six-point Likert-type scale. 
 
 The LAS measures levels of library anxiety by asking students to respond to 43 statements using a five-point point Likert-type scale. The LAS is designed to identify perceived roadblocks to their students’ use of the library, including “barriers with staff” or staff who are not helpful, “affective barriers” or a lack of confidence in one’s research skills, “comfort with the library,” “knowledge of the library,” and “mechanical barriers” such as equipment that is difficult to use (119).
 
 In addition, participants were asked to write a 500-1,000 word essay about their “most recent or most memorable experience of using the library and its resources to write a research a paper” (120). Quantitative data collected from the CCTDI and LAS was analyzed using statistical software and the content of the qualitative data generated by the student essays was analyzed to identify common critical thinking and library anxiety themes.
 
 Main Results – Only a small percentage (6%) of participants in the study were freshman (i.e., in their first year of study). The largest group was comprised of third year students or juniors (41.8%), followed by sophomores (27.6%) and seniors (21.6%). The participants ranged in age from 18 to 60, with an average age of 22.9 years. Over 68% percent were female.
 
 Overall, a higher percentage of study participants scored lower on the CCTDI across all seven scales than a normative sample of undergraduate students. A score below 40 on a particular scale is considered by the instrument developers to be an indication of weakness in that particular dimension of critical thinking. The participants’ mean score for each of the seven scales fell below this threshold. Areas of particular weakness were truth-seeking (82% of students scored below 40), systematicity (63% scored below 40), and maturity (55% below 40).
 
 The researcher ranked the students by their total CCTDI scores, and then divided the subjects into three equal groups. The 37 students with the highest overall CCTDI scores were labelled the strong critical thinking dispositions (CTD) group. The 37 students with the lowest overall CCTDI scores formed the weak CTD group. The mean LAS scores of participants in each group were then compared. A higher LAS score is indicative of a higher level of library anxiety. Students with strong CTD demonstrated significantly less library anxiety than those with weak critical thinking dispositions (an overall mean score of 93.03 versus 111.13). When it came to the five dimensions of library anxiety, the difference in the mean scores between the two groups was greatest for staff barriers (30.88 for participants with strong CTD versus 38.20 for those weak CTD) and affective barriers (27.24 versus 32.94). The difference in scores for anxiety arising from mechanical barriers was lower (0.83), but still statistically significant (p

Hypothesis Research Question: Does participation in a simulation program as part of orientation improve critical thinking skills of newly licensed nurses? Role transition presents a challenge not only for newly licensed nurses (NLNs), but also for healthcare organizations in designing orientation programs that meet the learning needs of the NLN. NLNs are not expert nurses, they are advanced beginners that require a supportive environment to integrate the role, develop critical thinking, clinical and interpersonal skills and reshape their values (Santucci, 2004). NLNs are entering practice in an era where they are expected to function in a challenging, complex and technologically advanced environment with expectations to become competent and confident in a short period of time. Because of the steep learning curve experienced during the first twelve months of practice for a NLN there is a high level of stress and anxiety especially around situations which require critical thinking (Duschner, 2008). Methods A convenience sample of 53 NLNs was recruited from an academic teaching hospital’s newly licensed nurse orientation program. The Advisory Board’s Critical Thinking Diagnostic Tool was used to measure five elements of critical thinking which included: problem recognition, clinical decision making, prioritization, clinical implementation and reflection. Frequency and descriptive statistics and uni-variate and bi-variate statistics were used to aNew South Waleser the research question, “Does participation in a simulation program as part of orientation improve critical thinking skills of newly licensed nurses?” Results The Critical Thinking Diagnostic Tool was scored according to author recommendations. The average overall critical thinking scores at 10-weeks were 119.22, at six months 128.01 and 12-months 131.85. T-tests were run between NLN and unit based educator scoring for each time period; average total scores over time were not significantly different between NLN and educator assessments. Differences between total scores over time indicated a statistically significant increase in critical thinking scores between 10-week and 6-month assessments and between 10-week and 12-month assessments with P-value < 0.0001,95% CI (-12.69, -4.895) and P-value <0.0001, 95% CI (-16.830, -8.433) respectively. Conclusion NLNs and unit-based educators had very similar rating patterns with no significant difference between the two groups. A statistically significant increase in all five elements of critical thinking was demonstrated between 10-week assessments and 6- and 12-month assessments. Therefore, this study concluded that NLNs who participated in a simulation program as part of orientation have improved critical thinking skills at 6- and 12-month intervals. Moreover, simulation should be considered in NLN orientation programs.

The purpose of this study was to examine the influence of critical thinking, clinical decision making and job satisfaction of 132 dental hygienists. The data was collected from 1st May to 31th October, 2012 in Ulsan, Pusan and Gyeongsangnam-do areas. The majority participants were female, 30.6 years old, graduate diploma course of dental hygienist, and working in dental clinics. In critical thinking, truth-seeking was highest score, 3.36 but maturity was lowest score, 3.00. In clinical decision making, canvassing of objectives & values was highest score 3.39, but search for alternatives or options was lowest score, 3.10. In job satisfaction, professional status was highest score 3.20, but incomes & promotion was lowest score 2.84. In correlation between general characteristics and critical thinking, there was significantly different in religion, education status, total working period and working areas. There was significantly different with religion and education status in clinical decision making, And There was significantly different with religion and education status, total working period, and working areas in job satisfaction. Critical thinking, clinical decision making and job satisfaction was positive relationship. To improve professional competence and job satisfaction of dental hygienist it need to use actively the critical thinking and clinical decision making. And it need to prepare the education and strategy to increase the job satisfaction of dental hygienist.

Mathematical critical thinking disposition refers to students’ tendency to think logically, systematically, and deeply in evaluating statements or solving mathematical problems. On the other hand, students’ success in solving mathematical problems can be influenced by mathematical anxiety, which reflects the level of tension and emotional reactions to challenging mathematics learning situations. This study aims to describe students’ mathematical critical thinking disposition in solving problems related to relations and functions, viewed from the level of their mathematical anxiety. This descriptive qualitative research was conducted at SMA Negeri 7 Tanjungpinang. The research subjects consisted of two students from grade XI for each category of high, moderate, and low mathematical anxiety. The instruments used included a mathematical anxiety questionnaire, a mathematical critical thinking disposition test, and an interview guide. The results showed that students with high mathematical anxiety tended to have difficulty fulfilling the indicators of mathematical critical thinking disposition. The higher the level of mathematical anxiety, the lower the students’ ability in mathematical critical thinking. Meanwhile, students with moderate and low levels of mathematical anxiety demonstrated better and relatively similar dispositions of mathematical critical thinking. These findings indicate that the level of mathematical anxiety affects students’ mathematical critical thinking disposition.

Performance + InstructionVolume 34, Issue 5 p. 34-37 Article Using subject matter experts to identify high-liability tasks John Sample, John Sample John Sample, Ph.D. is the director of Professional Development, Center for Professional Development and Public Service, Florida State University (FSU). He also teaches in the graduate Adult Education program at FSU. He may be reached at FSU, 3322 Lucky Debonair Trail, Tallahassee, Florida 32308, (904) 668–;1067.Search for more papers by this author John Sample, John Sample John Sample, Ph.D. is the director of Professional Development, Center for Professional Development and Public Service, Florida State University (FSU). He also teaches in the graduate Adult Education program at FSU. He may be reached at FSU, 3322 Lucky Debonair Trail, Tallahassee, Florida 32308, (904) 668–;1067.Search for more papers by this author First published: May/June 1995 https://doi.org/10.1002/pfi.4170340509 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume34, Issue5May/June 1995Pages 34-37 RelatedInformation

Objective: Critical thinking is an important skill that sonographers must develop beginning in educational programs and into professional practice. Critical thinking requires students to reflect on information, use judgment skills, and engage in higher levels of thinking, including analysis, interpretation, inference, evaluation, and explanation, to formulate reliable decisions. Methods: Current research related to critical thinking has focused on medicine, nursing, physical therapy, pharmacy, and dental programs, but there has been no description of assessing sonography students. The Dreyfus model has been used as a framework to describe acquired skills that reflects students’ progress from novice to expert clinicians. This model illustrates specific cognitive abilities that students develop as they advance in education. Results: This review of the literature describes critical thinking skills coupled with a framework to understand different levels of cognitive thinking, as well as how it can be assessed. Conclusion: To understand differences between undergraduate sonography students and experts, the Dreyfus model is an excellent model to recognize progression. It can be used with the Health Sciences Reasoning Test, which is a nationally recognized critical thinking examination that can ascertain different levels of health sciences students’ critical thinking skills.

The recommendations of the General Medical Council in Tomorrow's Doctors renewed efforts to define core knowledge in undergraduate medical education. They also encouraged better use of the medical knowledge base in nurturing clinical judgement, critical thinking, and reflective practice. What then does the medical world understand by 'science', 'critical thinking' and 'competence', given the need to address both growth and uncertainty in the knowledge base and to practise evidence-based healthcare? This review aims to outline the role of these key concepts in preparing undergraduate medical students for professional practice. Specifically, it explores: the fallibility of the 'scientific' foundations of medical practice; the role of understanding and thinking in undergraduate medical education; the need for a broad interpretation of competence and its relationship to transferability, and the nature of clinical judgement. Tensions are seen to lie in the varying interpretations of clinical decision making as art or science; the varying characterizations of the nature of skilled performance in the novice, the competent and the expert practitioner, and the varying reactions to the acceptability and usefulness of 'meta-' concepts in capturing the essence of professional practice. Habitual self-conscious monitoring of mental processes may be the key to the flexible transfer and application of knowledge and skills across the contexts, characterized by uncertainty and incomplete evidence, for which doctors must be prepared.

Many educators, throughout history, believe that skillful thinking is one of the important goals in education. Contemporary societies often require people to possess not only remarkable knowledge but also strong thinking skills, often referred to as critical thinking or higher order thinking skills. This study used a mixed-method approach to investigate the effects of integrating LCs (LC) into freshman English classes on cultivating critical thinking skills among 57 Taiwanese university students studying English as foreign language (EFL). This study also intended to examine the difference between in-class and the Messenger (superscript TM)-mediated LC discussions in developing critical thinking skills, and to explore the students' perceptions of LC discussions after their one-year participation.This paper presentation draws on research data from a year-long study of two freshman English for non-major (FENM) classes. These data comprise a questionnaire survey, LC discussion transcripts, and the archives of instant messenger. Two groups of students, Messenger (superscript TM) (MSN)-mediated and in-class, face-to-face LC discussions were compared in terms of the degree of their higher-order thinking as reflected in the questions raised by the participants during their LC discussions. Participants' critical thinking was measured by referring to the Hierarchy of Bloom's Taxonomy. Pretest and posttest of the participants' self-assessment on Critical Thinking were calculated. Proportions of six levels of hierarchical thinking reflected in the discussion questions from 4 participants were presented in bar charts to show the progression as the semester unfolded.The results from this study suggest that infusing LCs into freshman English classes helps EFL students enhance their critical thinking. This study offered EFL teachers better understanding of how face-to-face and online LCs benefited students through discussing and sharing their own thoughts in English within a small group. The connection between critical thinking and LC offered valuable insights for educators, researchers, and schools concerned with implementing LCs in English teaching, especially those who have a desire to help EFL students improve both their reading and thinking skills.

Nurse educators’ critical thinking dispositions and research utilization

Mathematics learning in classrooms often faces challenges in fostering students’ critical thinking abilities while simultaneously triggering anxiety when solving problems. This situation highlights the importance of implementing more innovative and engaging instructional strategies. This study seeks to examine the extent to which the cooperative learning model of Think Pair Share integrated with digital game media influences students’ critical thinking skills and levels of mathematical anxiety. A quantitative approach was employed, using a quasi-experimental design involving two groups receiving different treatments. Essay-type tests were administered to assess specific aspects of critical thinking, while a Likert scale questionnaire was used to measure the dimensions of mathematical anxiety. The results of the analysis indicate that the utilization of this learning model is effective in producing positive outcomes, both in enhancing students’ logical and systematic critical thinking abilities and in reducing their anxiety during mathematics learning. Thus, the integration of cooperative approaches with digital games holds promise as a relevant and effective instructional strategy to support students’ cognitive and affective development in a balanced manner.

This study investigated the levels of motivation, job satisfaction and job performance of library personnel in government and privately-owned universities in North-Central, Nigeria. Three research questions were raised. Survey research method was employed. The study covers six states, namely Benue, Kogi, Kwara, Nasarawa, Niger, Plateau States and Federal Capital Territory (FCT) Abuja. Survey method tested the relationships among variables thereby making generalizations about the library phenomenon. The target population for the study consisted of librarians and library officers in fully-operational universities in North-Central Nigeria. The entire population of librarians and library officers were adopted. Two sets of modified instruments: Motivational Factors Job Satisfaction Questionnaire (MFJSQ) and Job Performance Questionnaire (JPQ) were used for data collection. Descriptive statistics was used to analyze the responses from the respondents. Above all, descriptive statistics of mean and standard deviation was used to answer the three research questions on the levels of motivation, job satisfaction and job performance of library personnel. Findings showed moderate level of motivation and job satisfaction respectively while there was high level of job performance of library personnel. The study recommended that the management of universities in the North-Central Nigeria should take note of the following areas: adequate job design, description and employees’ participation in decision making/leadership training, recognition and in-service training programme for library personnel. Other recommendation include: encouragement for library personnel to enhance job commitment and to be more predispose to critical thinking in order to be able to solve library related problems.

Junior high school teachers play an essential role in education. How to relieve the worries of teachers, that is, the pressure they face in the fields of work and family, has increasingly become an urgent problem. Based on the COR theory, this study aims to investigate the effects of two types of work/family conflicts (i.e., work-family conflict and family-work conflict) on teachers’ job and life satisfaction. We adopted a handy sample method and collected a total of 560 junior high school teachers data. The results confirmed that both work-family and family-work conflicts are not significantly related to junior high school teachers’ job satisfaction and life satisfaction directly. However, both work-family and family-work conflicts have significantly negatively influence on junior high school teachers’ job satisfaction and life satisfaction via psychological capital and emotional exhaustion. Our findings provide new suggestions on how to alleviate the conflicts between work and family faced by teachers and further improve their satisfaction about work and family.