The purpose of this study was to explore critical thinking dispositions in an online nursing education context in which writing was the principal means of communication. In addition, writing samples generated by participants were examined for evidence of critical thinking skill and writing competence. While it was anticipated that the study would generate valuable findings about critical thinking and online university education in general, a nursing education setting was selected for the study because of the growing popularity of online nursing education. This growth is evident not only within undergraduate nursing programs but also within programs for post-RN nurses returning to university for baccalaureate education.
A mixed methods design was utilized in the study. The data analyzed included the following: pre and postscores of 84 students on a recognized critical thinking inventory called the California Critical Thinking Inventory (CCTDI); scores assigned to written work by student-participants; data generated by analysis of writing samples; data generated through interviews; contributions to course bulletin boards; and observations made by the researcher of asynchronous bulletin boards. Of the 84 participants in the study, 34 were post-RN nurses; 50 additional undergraduate university students made up the comparison group. Fourteen post-RN learners and two instructors participated in interviews.
There were no statistically significant increases in the participants’ overall measures of critical thinking dispositions as a function of online study. A time interaction effect suggested that students generally show gains in a critical thinking disposition called truthseeking as a function of university experience.
Findings related to self-confidence and writing point to differences between younger and more experienced nursing students. In the precourse context, the more experienced nurse-learners’ self-perceived competence in writing was lower than that of the undergraduate nursing students. The online course experience, however, appeared to mitigate this difference. This improvement in self-confidence in writing did not correspond with high scores by the more experienced nurses when their writing was assessed for evidence of critical thinking. Rather, the younger students appeared to show greater proficiency in critical thinking in their writing. Additional analysis of the writing samples for general writing competence revealed stronger writing by the younger nursing students. Consideration of the writing for evidence of different ways of thinking based on an adaptation of Johns’ (1995) ways of knowing suggested a relationship between the design of written assignments and the kinds of thinking that students show in their writing.
The qualitative findings of the project suggest that working nurses choose online courses and programs generally because of the access and flexibility they provide. This noted, online educational settings appear to pose specific challenges for this learner group including issues related to time management and navigation of the online environment. Mixed opinions regarding the use of asynchronous bulletin boards and the rigors of discipline-specific writing are also suggestive of the challenges experienced by these learners.
Other findings suggest that courses for working nurses should be designed with an awareness of their complex lives and the need for administrative and learning supports. Instructors working with this learner group suggest that reading as well as writing may be important facilitators of critical thinking in online nursing courses. |
