Critical Thinking Disposition

8/8/2019 Critical Thinking Disposition

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Critical Thinking DispositionCritical Thinking Disposition

and the achievement of critical thinkingand the achievement of critical thinkingoutcomes in SCPHN educationoutcomes in SCPHN education

An assessment and exploration of Critical ThinkingAn assessment and exploration of Critical ThinkingDisposition (CTD) of Specialist Community PublicDisposition (CTD) of Specialist Community PublicHealth Nursing Students on a Distance LearningHealth Nursing Students on a Distance Learning

ProgrammeProgramme

Funding SourceFunding Source

Higher Education Academy for Health SciencesHigher Education Academy for Health Sciences


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Definition of Critical ThinkingDefinition of Critical ThinkingAPA Delphi Study 1990APA Delphi Study 1990

..purposeful, self..purposeful, self--regulatory judgment whichregulatory judgment which

results in interpretation, analysis, evaluation,results in interpretation, analysis, evaluation,and inference, as well as explanation ofand inference, as well as explanation of

evidential, conceptual, methodological,evidential, conceptual, methodological,

criteriological, or contextual considerationscriteriological, or contextual considerations

upon which that judgment is basedupon which that judgment is based


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The Ideal Critical ThinkerThe Ideal Critical Thinker

APA Delphi Study 1990APA Delphi Study 1990

The Ideal Critical Thinker is habitually inquisitive,The Ideal Critical Thinker is habitually inquisitive,wellwell--informed, and trustful of reason. Openinformed, and trustful of reason. Open--minded,minded,

flexible, fairflexible, fair--minded in evaluation, honest in facingminded in evaluation, honest in facingpersonal biases, prudent in making judgments,personal biases, prudent in making judgments,

willing to reconsider, clear about issues, orderly inwilling to reconsider, clear about issues, orderly incomplex matters, diligent in seeking relevantcomplex matters, diligent in seeking relevant

information, reasonable in the selection of criteria,information, reasonable in the selection of criteria,focused in enquiry, and persistent in seekingfocused in enquiry, and persistent in seekingresults which are as precise as the subject andresults which are as precise as the subject and

circumstances of inquiry permit.circumstances of inquiry permit.


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Critical ThinkingCritical Thinking

CT Disposition :CT Disposition : the attitudinal basis for thethe attitudinal basis for theinternal motivation to think criticallyinternal motivation to think critically

CT SkillsCT Skills -- interpretation, analysis, explanation,interpretation, analysis, explanation,

evaluation, inference and metacognitionevaluation, inference and metacognition Why focus on disposition ? (John Dewey)Why focus on disposition ? (John Dewey)

Different conceptualisations e.g. Tishman &Different conceptualisations e.g. Tishman &Andrade, Perkins, Paul & Elder, Facione et alAndrade, Perkins, Paul & Elder, Facione et al

Important in learningImportant in learning

CT skills & dispositions synergisticCT skills & dispositions synergistic

Faciones conceptualisation of CTDFaciones conceptualisation of CTD APA basis &APA basis &toolstools


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Definitions of CTD ElementsDefinitions of CTD Elements

((Facione 2004)Facione 2004)

TruthseekingTruthseeking

Intellectual honestyIntellectual honesty the desire for bestthe desire for bestknowledge, the inclination to ask challengingknowledge, the inclination to ask challenging

questions and to follow reason andquestions and to follow reason andevidenceeven if it fails to support or underminesevidenceeven if it fails to support or underminesexisting knowledge/beliefs and interestsexisting knowledge/beliefs and interests

OpenOpen--mindednessmindedness Tolerance for new ideas and divergent views, selfTolerance for new ideas and divergent views, self--

monitoring for biasesmonitoring for biases


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SystematicitySystematicity

Inclination towards & valuing of being organisedInclination towards & valuing of being organised

e.g. ability to focus and stay focused, diligencee.g. ability to focus and stay focused, diligence

in approaching problemsin approaching problems

Critical Thinking SelfCritical Thinking Self--confidenceconfidence

Trust in ones own reasoning abilities andTrust in ones own reasoning abilities andcapacity to guide others in decision makingcapacity to guide others in decision making


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((Facione 2004)Facione 2004)AnalyticityAnalyticity

Anticipation of and/or alertness to actual orAnticipation of and/or alertness to actual orpotential problems /consequencespotential problems /consequences beingbeingaware of when there is a need to use reasonaware of when there is a need to use reason

and evidence to solve problems & demanding itsand evidence to solve problems & demanding itsapplicationapplication

InquisitivenessInquisitiveness

Intellectual curiosity, eagerness & willingness toIntellectual curiosity, eagerness & willingness tolearn things even when the immediatelearn things even when the immediateapplication of these things is not obviousapplication of these things is not obvious


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Cognitive MaturityCognitive Maturity

Capacity to make, suspend, or reviseCapacity to make, suspend, or revise

judgements that enable the complexity ofjudgements that enable the complexity ofproblems to be appreciated and to makeproblems to be appreciated and to makedecisions carefully and cautiously. Awareness ofdecisions carefully and cautiously. Awareness of

possibility of multiple solutions and need topossibility of multiple solutions and need tosometimes reach conclusions in absence ofsometimes reach conclusions in absence of

complete knowledge.complete knowledge.


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Research QuestionsResearch Questions

Are SCPHN students disposed towards criticalAre SCPHN students disposed towards critical

thinking?thinking?

What are SCPHN students views on CTDWhat are SCPHN students views on CTD

testing?testing?

What do students think the determinants ofWhat do students think the determinants of

Critical Thinking Disposition are?Critical Thinking Disposition are?

How do students think their CTD can beHow do students think their CTD can bedeveloped?developed?


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Approach & MethodsApproach & Methods

Mixed method: 2Mixed method: 2 phase sequential explanatoryphase sequential explanatorydesigndesign

Survey = California Critical Thinking DispositionSurvey = California Critical Thinking DispositionInventory (CCTDI) onInventory (CCTDI) on--lineline

Population & sample = 151 students (OHN & HV)Population & sample = 151 students (OHN & HV)on a distance learning programmeon a distance learning programme

Qualitative exploration using interviews with aQualitative exploration using interviews with aconvenience sample of 4 respondents (all female).convenience sample of 4 respondents (all female).


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Quantitative Data CollectionQuantitative Data Collection

CCTDICCTDI -- 75 item agree75 item agree--disagree 6 point likert scaledisagree 6 point likert scale

Total scores 0Total scores 0--420; sub420; sub--scales scores of 0scales scores of 0--6060

Validity & reliability (CAValidity & reliability (CA = 0.89)= 0.89)

=/> 280 is +ve disposition, 210=/> 280 is +ve disposition, 210--279 = ambivalence279 = ambivalencetowards CTD, 40 arescales scores of =/>50 strongly +ve; =/>40 arepositive; 31positive; 31--39 are ambivalent; =//=40 in all sub--scalesscales

PrePre--warning & electronic invitation CCTDIwarning & electronic invitation CCTDI (on(on--line)line)through insight assessment.comthrough insight assessment.com


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Quantitative FindingsQuantitative Findings (N=56)(N=56)

LimitationsLimitations response rate & possible biasesresponse rate & possible biases

Mean Age 39.5; 25% with first degree; 48% 5 years post--reg.reg.

Mean Total CTD Score 289.9Mean Total CTD Score 289.9

Total scores negatively skewed & wide range (207Total scores negatively skewed & wide range (207--350)350)

SubSub--scales: Mean subscales: Mean sub--scale scores for truthscale scores for truthseeking & systematicity ambivalent (30);seeking & systematicity ambivalent (30);widest score ranges in systematicity, CT selfwidest score ranges in systematicity, CT self--

confidence, cognitive maturity, & truth seekingconfidence, cognitive maturity, & truth seeking TS mean > than Faciones for all years but notTS mean > than Faciones for all years but not

returning licensed nurses (RLN)returning licensed nurses (RLN)

All others (total & subAll others (total & sub--scales scores) < Facionesscales scores) < Faciones

for all years &R

LN (312.8 n=333)for all years &R

LN (312.8 n=333)


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Qualitative FindingsQualitative Findings

Students found testing interesting & valuable forStudents found testing interesting & valuable forCT orientationCT orientation

Life experiences, home environment, culturalLife experiences, home environment, culturalbackground, gender, professional socialization,background, gender, professional socialization,work culture, personality and confidence werework culture, personality and confidence were

identified as CTD determinantsidentified as CTD determinants Higher education experience was seen toHigher education experience was seen to

promote CTD by supporting questioning andpromote CTD by supporting questioning anddeveloping confidence to questiondeveloping confidence to question

CTD depends on learning environments andCTD depends on learning environments andrelationships that support dialogue andrelationships that support dialogue andquestioningquestioning

Organisation disposition (systematicity) wasOrganisation disposition (systematicity) waslinked to organisation skills & learning autonomylinked to organisation skills & learning autonomy


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Qualitative FindingsQualitative Findings

Research appraisal skills were seen to be aResearch appraisal skills were seen to be a

positive determinant of CTDpositive determinant of CTD

Participants related organisation dispositionParticipants related organisation disposition

(systematicity) to organisation skills and learning(systematicity) to organisation skills and learningautonomyautonomy -- they saw the need for a balancethey saw the need for a balance

between course structure & flexibilitybetween course structure & flexibility

Distance learning students value opportunitiesDistance learning students value opportunities

for face to face dialoguefor face to face dialogue


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ConclusionsConclusions

Some SCPHN students are ambivalent orSome SCPHN students are ambivalent or

negatively disposed towards CTnegatively disposed towards CT

Not all students live and/or work in culturesNot all students live and/or work in cultures

and/or have relationships that support CTDand/or have relationships that support CTD

Higher education can develop CTD by providingHigher education can develop CTD by providing

questioning opportunities & developingquestioning opportunities & developing

confidence to question theory & practiceconfidence to question theory & practice

Learning environments and relationships mustLearning environments and relationships must

be supportive of dialogue and questioningbe supportive of dialogue and questioning


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ConclusionsConclusions

Research appraisal skills may enhance CTDResearch appraisal skills may enhance CTD CTD testing with follow on dialogue may supportCTD testing with follow on dialogue may support

developmentdevelopment

Distance learning may be challenging forDistance learning may be challenging for

students with deficits in systematicitystudents with deficits in systematicity Promoting systematicity requires a balancePromoting systematicity requires a balance

between course structure & flexibilitybetween course structure & flexibility

Having to developHaving to develop organisationorganisation skills promotesskills promotes

systematicitysystematicity CTD development depends on internalCTD development depends on internal

motivation based on a belief that development ismotivation based on a belief that development ispossiblepossible


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RecommendationsRecommendations

1.1. CTD testing with follow on dialogue mayCTD testing with follow on dialogue maysupport CTD developmentsupport CTD development

2.2. Sociological & psychological determinants ofSociological & psychological determinants of

CTD should be explored with students andCTD should be explored with students andeducatorseducators

3.3. Dispositional strengths could be used toDispositional strengths could be used toaddress deficitsaddress deficits -- truthtruth--seeking & systematicityseeking & systematicitymay be deficits in SCPHN studentsmay be deficits in SCPHN students

4.4. Research appraisal skills may help addressResearch appraisal skills may help addressdeficits in truthdeficits in truth--seeking & systematicityseeking & systematicity


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RecommendationsRecommendations

5.5. Learning autonomy may develop systematicityLearning autonomy may develop systematicity& organization skills& organization skills

6.6. Blended (face to face & onBlended (face to face & on--line delivery) mayline delivery) may

develop CTD better than fully ondevelop CTD better than fully on--line deliveryline delivery7.7. Feedback & development should address bothFeedback & development should address both

skills & dispositions in tandemskills & dispositions in tandem

8.8. Differentiated support in academic andDifferentiated support in academic and

practice learning may be required to supportpractice learning may be required to supportCTD developmentCTD development

9.9. Students with negative CTD scores may needStudents with negative CTD scores may needdevelopment before SCPHN educationdevelopment before SCPHN education


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Data CollectionData Collection

Quantitative

Quantitative

CCTDICCTDI -- Established face, content, & constructEstablished face, content, & constructvalidity & reliability, some issues re reliability of somevalidity & reliability, some issues re reliability of somesubsub--scalesscales

Correlates with egoCorrelates with ego--resilience (r=0.58) & openness toresilience (r=0.58) & openness toexperience (r=0.37) p= 0.001 N=198experience (r=0.37) p= 0.001 N=198 (Facione et al(Facione et al1997)1997)

Used extensively in nurse education & other HEUsed extensively in nurse education & other HEstudiesstudies

QualitativeQualitative

SemiSemi--structured interviews onstructured interviews on test experience;test experience;factors perceived to affect CTD and its developmentfactors perceived to affect CTD and its development


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Critical Thinking in NursingCritical Thinking in NursingEmphasis on Disposition & Application in PracticeEmphasis on Disposition & Application in Practice

AnAn essentialessential componentcomponent of of professionalprofessionalaccountabilityaccountability andand qualityquality nursingnursing carecare.. CriticalCriticalthinkersthinkers inin nursingnursing exhibitexhibit thesethese habitshabits ofof mindmind::confidence,confidence, contextualcontextual perspective,perspective, creativity,creativity,flexibility,flexibility, inquisitiveness,inquisitiveness, intellectualintellectual integrity,integrity,intuition,intuition, openopen--mindedness,mindedness, perseverance,perseverance, andand

reflectionreflection..

Scheffer and Rubenfeld (2000)Scheffer and Rubenfeld (2000)


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Summary of Literature ReviewSummary of Literature Review

CT essential in clinical judgements & criticalCT essential in clinical judgements & criticalreflectionreflection

Reflective critical thinking important in educationReflective critical thinking important in educationfor public health (nursing)for public health (nursing) assessment ofassessment of

need, design of interventions & evaluationneed, design of interventions & evaluation For CT both dispositions and skills matterFor CT both dispositions and skills matter --

synergisticsynergistic -- lack of CTD limits CT skillslack of CTD limits CT skillsdevelopmentdevelopment

CTD variation within student & practising nurseCTD variation within student & practising nursepopulationspopulations

Limitations in truth seeking commonLimitations in truth seeking common

Evidence of linkage between CTD and researchEvidence of linkage between CTD and research

utilisationutilisation


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SocioSocio--cultural and political factors ascultural and political factors asdeterminants of CTdeterminants of CT

Limitation in knowledge of CT skills & CTD inLimitation in knowledge of CT skills & CTD in

nursing populations due tonursing populations due to definition and measurement debates (applieddefinition and measurement debates (applied

CT or theoretical CT)CT or theoretical CT)

validity & reliability of measurement toolsvalidity & reliability of measurement tools

small studies with convenience samplessmall studies with convenience samples lack of longitudinal studieslack of longitudinal studies


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Evidence largely derived from preEvidence largely derived from pre--registrationregistrationnursing students in the North America e.g.nursing students in the North America e.g.Facione et als (1997) metaFacione et als (1997) meta--study (CCTDI &study (CCTDI &CCTST)CCTST)

Ambivalent truth seeking scores in nursingAmbivalent truth seeking scores in nursingstudentsstudents

PrePre--post group (n=171) significant (0.05) gainspost group (n=171) significant (0.05) gainsin total CTD, truthin total CTD, truth--seeking, analyticity & criticalseeking, analyticity & criticalthinking selfthinking self--confidenceconfidence

Impact of education on licensed nurses returningImpact of education on licensed nurses returningto studyto study -- CTD diminished (312.8CTD diminished (312.8 309.3)309.3)

Lack of CTD evidence to inform UK postLack of CTD evidence to inform UK post--registration nurse education, including DL SCPHregistration nurse education, including DL SCPH

nurse educationnurse education

Critical Thinking Disposition

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