Child Health Nurs Res.  2014 Oct;20(4):294-303. 10.4094/chnr.2014.20.4.294.

Critical Thinking Disposition, Problem Solving Process, and Simulation-Based Assessment of Clinical Competence of Nursing Students in Pediatric Nursing

  • 1Red Cross College of Nursing, Chung-Ang University, Seoul, Korea.
  • 2Department of Nursing, Pyeongtaek University, Pyeongtaek, Korea.
  • 3Department of Nursing, Namseoul University, Cheonan, Korea.


The purpose of this study was to identify the correlation of critical thinking disposition and problem solving process, and the simulation-based assessment of clinical competence based on a survey of college nursing students.
In this descriptive correlation study, data for 214 nursing students were analyzed using t-test and Pearson correlation coefficients.
Critical thinking disposition, problem solving process, and simulation-based assessment of clinical competence averaged 3.76+/-0.46 (out of 5), 3.67+/-0.47 (5), and 1.51+/-0.17 (2), respectively. A significant difference in scores for simulation-based assessment of clinical competence was found between the high-scoring group and low-scoring group in critical thinking disposition. A significant positive correlation was found between critical thinking disposition and nursing assessment, a sub-domain of clinical competence.
The results suggest that success in simulation-based learning requires critical thinking disposition in the nursing students, and their critical thinking disposition plays a positive role in nursing assessment, which evaluates the patient's status in a complex situation. Simulation-based learning programs help assess the students' levels in their clinical judgement and performance, and identify their strengths and weaknesses so that the instructor can evaluate and improve the current teaching method.


Thinking; Problem solving; Nursing student; Simulation; Pediatric nursing
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