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Original Article

A Study on the Critical Thinking Disposition, Self-directed Learning Readiness and Professional Nursing Competency

An-Na Park1, Kyung-Hee Chung2, Weon Gyeong Kim2
Journal of Korean Academy of Nursing Administration 2016;22(1):1-10.
Published online: January 31, 2016

1Gwangju Bohun Hospital, Korea.

2Department of Nursing, Nambu University, Korea.

Corresponding author: Kim, Weon-Gyeong. Department of Nursing, Nambu University, 23 Chumdan Jungang-ro, Gwangsan-gu, Gwangju 62271, Korea. Tel: +82-62-970-0245, Fax: +82-62-970-0260, wgkim@nambu.ac.kr
• Received: June 29, 2015   • Revised: December 16, 2015   • Accepted: December 23, 2015

Copyright © 2016 Korean Academy of Nursing Administration

This is an open access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

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  • Purpose
    A descriptive survey was used in this study to identify the relationship between nurses' critical thinking disposition, self-directed learning readiness and professional nursing competency and to examine factors that influence professional nursing competency.
  • Methods
    The data were collected from 188 nurses and analyzed using t-test, ANOVA, Scheffé' test, Pearson correlation, and stepwise multiple regression analysis with the SPSS/WIN 20.0 PC program.
  • Results
    Professional nursing competency was found to have significant pure correlations with critical thinking disposition (r=.59, p<.001), and self-directed learning readiness (r=.54, p<.001). The most influential factor influencing nurses' professional nursing competency was critical thinking disposition, followed by self-directed learning readiness (β=.25, p=.003), work department (β=.19, p=.001), total clinical career (β=.19, p=.003), and position (β=.12, p=.040), and these factors explained 43.8% of the variance in professional nursing competency.
  • Conclusion
    The findings indicate the necessity of developing and applying strategies and educational programs to enhance individual nurse's critical thinking disposition and self-directed learning readiness. Furthermore, exploration is needed on ways to enhance professional nursing competency.
  • Key Words: Critical thinking disposition; Self-directed learning readiness; Professional nursing competency; Nurses
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Table 1

Participant Characteristics (N=188)

jkana-22-1-i001.jpg
Table 2

Degree of Critical Thinking Disposition, Self-directed Learning Readiness and Clinical Competency (N=188)

jkana-22-1-i002.jpg
Table 3

Critical Thinking Disposition, Self-directed Learning Readiness and Clinical Competency according to Participant Characteristics (N=188)

jkana-22-1-i003.jpg
Table 4

Correlations between Critical Thinking Disposition, Self-directed Learning Readiness and Clinical Competency (N=188)

jkana-22-1-i004.jpg
Table 5

Predictors of Clinical Competence by Multiple Regression Analysis (N=188)

jkana-22-1-i005.jpg

Figure & Data

References

    Citations

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    A Study on the Critical Thinking Disposition, Self-directed Learning Readiness and Professional Nursing Competency
    J Korean Acad Nurs Adm. 2016;22(1):1-10.   Published online January 31, 2016
    DOI: https://doi.org/10.11111/jkana.2016.22.1.1
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    A Study on the Critical Thinking Disposition, Self-directed Learning Readiness and Professional Nursing Competency
    J Korean Acad Nurs Adm. 2016;22(1):1-10.   Published online January 31, 2016
    DOI: https://doi.org/10.11111/jkana.2016.22.1.1
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    A Study on the Critical Thinking Disposition, Self-directed Learning Readiness and Professional Nursing Competency
    A Study on the Critical Thinking Disposition, Self-directed Learning Readiness and Professional Nursing Competency

    Participant Characteristics (N=188)

    Degree of Critical Thinking Disposition, Self-directed Learning Readiness and Clinical Competency (N=188)

    Critical Thinking Disposition, Self-directed Learning Readiness and Clinical Competency according to Participant Characteristics (N=188)

    Correlations between Critical Thinking Disposition, Self-directed Learning Readiness and Clinical Competency (N=188)

    Predictors of Clinical Competence by Multiple Regression Analysis (N=188)
    Table 1 Participant Characteristics (N=188)

    Table 2 Degree of Critical Thinking Disposition, Self-directed Learning Readiness and Clinical Competency (N=188)

    Table 3 Critical Thinking Disposition, Self-directed Learning Readiness and Clinical Competency according to Participant Characteristics (N=188)

    Table 4 Correlations between Critical Thinking Disposition, Self-directed Learning Readiness and Clinical Competency (N=188)

    Table 5 Predictors of Clinical Competence by Multiple Regression Analysis (N=188)

    Table 1

    Table 2

    Table 3

    Table 4

    Table 5

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