- Journal of Nursing Education
- June 2012 - Volume 51 · Issue 6: 349-352
This study assessed the influence of human patient simulator (HPS) practice on critical thinking dispositions in a sample of novice baccalaureate nursing students. Eighty-five second-year nursing students were randomly assigned to an experimental (n = 42) or a control (n = 43) group based on exposure to a 2-hour HPS practice session prior to a course competency examination. The California Critical Thinking Disposition Inventory (CCTDI) was administered before and after the competency examination. No between-group differences were found on overall or subscale CCTDI mean scores. Within-group differences for the HPS practice group were significant for overall scores (p < 0.05) and the truth-seeking (p < 0.01) and judiciousness or maturity of judgment (p < 0.01) subscales. This preliminary data analysis suggests disposition gains for individual students practicing critical assessment skills using HPS. The cohort will be followed for 2 years to assess long-term critical thinking outcomes following practice with HPS.
Dr. Wood is Associate Professor, and Ms. Toronto is Assistant Director of the Clinical Learning Center, William F. Connell School of Nursing, Boston College, Chestnut Hill, Massachusetts.
The authors have disclosed no potential conflicts of interest, financial or otherwise.
Address correspondence to Robin Y. Wood, EdD, RN, Associate Professor, William F. Connell School of Nursing, Boston College, Chestnut Hill, MA 02467; e-mail: .email@example.com