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Park, Chung, and Kim: A Study on the Critical Thinking Disposition, Self-directed Learning Readiness and Professional Nursing Competency
Original Article

Journal of Korean Academy of Nursing Administration 2016; 22(1): 1-10.

Published online: 31 January 2016

DOI: https://doi.org/10.11111/jkana.2016.22.1.1

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

An-Na Park1, Kyung-Hee Chung2, Weon Gyeong Kim2

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 29 June 2015       Revised 16 December 2015       Accepted 23 December 2015

Copyright © 2016 Korean Academy of Nursing Administration

(open-access):

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.

Abstract

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.

Keywords: Critical thinking disposition, Self-directed learning readiness, Professional nursing competency, Nurses

Figures and Tables

Table 1

Participant Characteristics (N=188)

jkana-22-1-i001
Table 2

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

jkana-22-1-i002
Table 3

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

jkana-22-1-i003
Table 4

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

jkana-22-1-i004
Table 5

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

jkana-22-1-i005

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