The critical thinking skills of nursing students in Kazakhstan
Babazhanova, Ugilzhan (2020)
Babazhanova, Ugilzhan
2020
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2020090820236
https://urn.fi/URN:NBN:fi:amk-2020090820236
Tiivistelmä
Background: Kazakhstan is undergoing reform in the field of nursing to reach an
international level. This requires training of competent nurses. Critical thinking is one of
the main components of nurse’s competency development, and it is necessary not only in
clinical practice, but also in the preparation of nurses at various educational levels.
Aims: The purpose of this study was to investigate the critical thinking of applied
undergraduate and traditional nursing students at the graduate level of education, and to
give recommendations to teachers of medical colleges in Kazakhstan based on the results.
Methods: Research was conducted using quantitative method. The design was
observational, descriptive, and cross‐sectional. Participants were 218 graduates of applied
bachelors in nursing and 231 future graduate nurses of technical and professional
education. The Nursing Critical Thinking in Clinical Practice Questionnaire was used to
measure the level of critical thinking. The socio‐demographic factors were examined using
descriptive statistics, and to determine the statistical differences between the two groups,
Chi‐square test and the U‐Mann‐Whitney tests were used.
Results: Results showed that the critical thinking of graduates of applied bachelors in
nursing was middle level (345), and the critical thinking of future graduate nurses of
technical and professional education was low (309). All the items in the questionnaire,
except for seven, showed a significant difference (p<0.01) between the two groups.
Graduate nurses of applied bachelors showed a high indicator for the average value for the
intellectual and cognitive (154.1) and technical (21.2) dimension. Future graduate nurses
of technical and professional education showed a high indicator for the average value for
the intellectual and cognitive (139.6) and interpersonal and self‐management (62.7)
dimensions.
In conclusion, the results obtained showed that the level of critical thinking of applied
bachelor graduates in nursing is higher than that of future graduate nurses of technical and
professional education. In addition, the results showed the need to improve the critical
thinking of nursing students in technical and professional education, and nurses of applied
bachelor's degree should consolidate critical thinking.
international level. This requires training of competent nurses. Critical thinking is one of
the main components of nurse’s competency development, and it is necessary not only in
clinical practice, but also in the preparation of nurses at various educational levels.
Aims: The purpose of this study was to investigate the critical thinking of applied
undergraduate and traditional nursing students at the graduate level of education, and to
give recommendations to teachers of medical colleges in Kazakhstan based on the results.
Methods: Research was conducted using quantitative method. The design was
observational, descriptive, and cross‐sectional. Participants were 218 graduates of applied
bachelors in nursing and 231 future graduate nurses of technical and professional
education. The Nursing Critical Thinking in Clinical Practice Questionnaire was used to
measure the level of critical thinking. The socio‐demographic factors were examined using
descriptive statistics, and to determine the statistical differences between the two groups,
Chi‐square test and the U‐Mann‐Whitney tests were used.
Results: Results showed that the critical thinking of graduates of applied bachelors in
nursing was middle level (345), and the critical thinking of future graduate nurses of
technical and professional education was low (309). All the items in the questionnaire,
except for seven, showed a significant difference (p<0.01) between the two groups.
Graduate nurses of applied bachelors showed a high indicator for the average value for the
intellectual and cognitive (154.1) and technical (21.2) dimension. Future graduate nurses
of technical and professional education showed a high indicator for the average value for
the intellectual and cognitive (139.6) and interpersonal and self‐management (62.7)
dimensions.
In conclusion, the results obtained showed that the level of critical thinking of applied
bachelor graduates in nursing is higher than that of future graduate nurses of technical and
professional education. In addition, the results showed the need to improve the critical
thinking of nursing students in technical and professional education, and nurses of applied
bachelor's degree should consolidate critical thinking.