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      The Relationship Between Critical Thinking Skills and Learning Styles and Academic Achievement of Nursing Students

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          ABSTRACT

          Background:

          Academic achievement is one of the most important indicators in evaluating education. Various factors are known to affect the academic achievement of students.

          Purpose:

          This study was performed to assess the relationship between critical thinking skills and learning styles and the academic achievement of nursing students.

          Methods:

          In this cross-sectional study, 139 sophomores to senior-year nursing students were selected using a simple random sampling method. The data were gathered using a three-part questionnaire that included a demographic questionnaire, the Kolb's Learning Style Standard Questionnaire, and the California Critical Thinking Skills Questionnaire. The previous semester's grade point average of the students was considered as a measure of academic achievement. The data were analyzed using descriptive and analytical statistics in SPSS 20.

          Results:

          The mean score for critical thinking skills was 6.75 ± 2.16, and the highest and lowest scores among the critical thinking subscales related to the evaluation and analysis subscales, respectively. No relationship between critical thinking and academic achievement was identified. “Diverging” was the most common learning style. The highest mean level of academic achievement was earned by those students who adopted the “accommodating” style of learning. A significant relationship was found between learning style and academic achievement ( p < .001).

          Conclusions:

          According to the findings, the critical thinking skills score of students was unacceptably low. Therefore, it is essential to pay more attention to improving critical thinking in academic lesson planning. As a significant relationship was found between learning style and academic achievement, it is suggested that instructors consider the dominant style of each class in lesson planning and use proper teaching methods that take into consideration the dominant style.

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          Most cited references31

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          Can learning style predict student satisfaction with different instruction methods and academic achievement in medical education?

          The curriculum of our medical school has a hybrid structure including both traditional training (lectures) and problem-based learning (PBL) applications. The purpose of this study was to determine the learning styles of our medical students and investigate the relation of learning styles with each of satisfaction with different instruction methods and academic achievement in them. This study was carried out with the participation of 170 first-year medical students (the participation rate was 91.4%). The researchers prepared sociodemographic and satisfaction questionnaires to determine the characteristics of the participants and their satisfaction levels with traditional training and PBL. The Kolb learning styles inventory was used to explore the learning styles of the study group. The participants completed all forms at the end of the first year of medical education. Indicators of academic achievement were scores of five theoretical block exams and five PBL exams performed throughout the academic year of 2008-2009. The majority of the participants took part in the "diverging" (n = 84, 47.7%) and "assimilating" (n = 73, 41.5%) groups. Numbers of students in the "converging" and "accommodating" groups were 11 (6.3%) and 8 (4.5%), respectively. In all learning style groups, PBL satisfaction scores were significantly higher than those of traditional training. Exam scores for "PBL and traditional training" did not differ among the four learning styles. In logistic regression analysis, learning style (assimilating) predicted student satisfaction with traditional training and success in theoretical block exams. Nothing predicted PBL satisfaction and success. This is the first study conducted among medical students evaluating the relation of learning style with student satisfaction and academic achievement. More research with larger groups is needed to generalize our results. Some learning styles may relate to satisfaction with and achievement in some instruction methods.
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            Factors affecting students’ quality of academic performance: A case of secondary school level

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              Critical thinking dispositions among newly graduated nurses

              wangensteen s., johansson i.s., björkström m.e. & nordström g. (2010) Critical thinking dispositions among newly graduated nurses. Journal of Advanced Nursing 66(10), 2170–2181. Aim The aim of the study was to describe critical thinking dispositions among newly graduated nurses in Norway, and to study whether background data had any impact on critical thinking dispositions. Background Competence in critical thinking is one of the expectations of nursing education. Critical thinkers are described as well-informed, inquisitive, open-minded and orderly in complex matters. Critical thinking competence has thus been designated as an outcome for judging the quality of nursing education programmes and for the development of clinical judgement. The ability to think critically is also described as reducing the research–practice gap and fostering evidence-based nursing. Methods A cross-sectional descriptive study was performed. The data were collected between October 2006 and April 2007 using the California Critical Thinking Disposition Inventory. The response rate was 33% (n= 618). Pearson’s chi-square tests were used to analyse the data. Results Nearly 80% of the respondents reported a positive disposition towards critical thinking. The highest mean score was on the Inquisitiveness subscale and the lowest on the Truth-seeking subscale. A statistically significant higher proportion of nurses with high critical thinking scores were found among those older than 30 years, those with university education prior to nursing education, and those working in community health care. Conclusion Nurse leaders and nurse teachers should encourage and nurture critical thinking among newly graduated nurses and nursing students. The low Truth-seeking scores found may be a result of traditional teaching strategies in nursing education and might indicate a need for more student-active learning models.
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                Author and article information

                Journal
                J Nurs Res
                J Nurs Res
                NRJ
                The Journal of Nursing Research
                Lippincott Williams & Wilkins
                1682-3141
                1948-965X
                August 2019
                16 July 2019
                : 27
                : 4
                : e38
                Affiliations
                [1 ]PhD, Assistant Professor, Department of Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran
                [2 ]MSN, Instructor, Department of Nursing, Urmia Branch, Islamic Azad University, Urmia, Iran.
                Author notes
                [*]∗Address correspondence to: Shiva HEIDARI, Urmia Islamic Azad University, Urmia-Salmas Rd., Urmia City, West Azerbaijan Province 57169-63896, Iran. Tel: +98 91 43458284; Fax: +98 44 32622738; E-mail: communityhn@ 123456gmail.com
                Article
                NRJ50210 00010
                10.1097/jnr.0000000000000307
                6641090
                30676427
                ac53d7b9-2660-40d5-9ebb-d7e43ffe605c
                Copyright © 2019 The Authors. Published by Wolters Kluwer Health, Inc. All rights reserved.

                This is an open access article distributed under the Creative Commons Attribution License 4.0 (CCBY), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

                History
                : 10 July 2018
                Page count
                Pages: 0
                Categories
                Original Articles
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                academic achievement,critical thinking skills,learning styles,nursing student

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