No abstract available.
Thinking*

No abstract available.
Thinking*

No abstract available.
Thinking* ; Writing*

No abstract available.
Stents ; Thinking

The previous articles of the Statistical Round in the Korean Journal of Anesthesiology posed a strong enquiry on the issue of null hypothesis significance testing (NHST). P values lie at the core of NHST and are used to classify all treatments into two groups: "has a significant effect" or "does not have a significant effect." NHST is frequently criticized for its misinterpretation of relationships and limitations in assessing practical importance. It has now provoked criticism for its limited use in merely separating treatments that "have a significant effect" from others that do not. Effect sizes and CIs expand the approach to statistical thinking. These attractive estimates facilitate authors and readers to discriminate between a multitude of treatment effects. Through this article, I have illustrated the concept and estimating principles of effect sizes and CIs.
Anesthesiology ; Confidence Intervals* ; Thinking

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, Scheffe' 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 (beta=.25, p=.003), work department (beta=.19, p=.001), total clinical career (beta=.19, p=.003), and position (beta=.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.
Learning* ; Nursing* ; Thinking*

No abstract available.
Education, Medical* ; Thinking*

OBJECTIVES: This study examined the moderating effects of stress coping strategies on the relationship between occupational stress of national statistical office workers and mental health. METHODS: Subjects were 133 workers at a regional statistics office. Occupational stress, stress coping strategies, and mental health were examined using the Korean Occupational Stress Scale (KOSS), Ways of Coping Checklist, and The Symptom Check-List-90-R. Stress coping strategies were composed of problem-focused coping, social support coping, emotion-focused coping, and wishful thinking coping. RESULTS: Moderated regression indicated that the social support coping and emotion-focused coping style positively moderated the relationship between occupational stress and mental health in national statistical office workers. The social support coping style positively moderated the relationship between interpersonal conflict (KOSS subscale) and mental health in national statistical office workers. The emotion-focused coping style positively moderated the relationship between job insecurity (KOSS subscale) and mental health in national statistical office workers. The emotion-focused coping style negatively moderated the relationship between job demand (KOSS subscale) and mental health in national statistical office workers. CONCLUSION: The implications of this study included that negative results due to high occupational stress can be varied by use of suitable stress coping strategies.
Checklist ; Mental Health* ; Thinking

PURPOSE: The descriptive-correlational study was undertaken in order to investigate the relationships between critical thinking disposition and critical thinking skill in clinical nurses. METHODS: A convenience sample of 50 registered nurses was obtained from E University Hospital. The instruments used in this study were general characteristics, California Critical Thinking Disposition Inventory (CCTDI) and California Critical Thinking Skill Test(CCTST) developed by Facione & Facione (1994). The data were analyzed by descriptive statistics, t-test, ANOVA, Duncan test and Pearson's Correlation Coefficient with SPSS 12.0 Program. RESULTS: 1) There was a statistically significant difference in critical thinking disposition according to age (F=3.23, p=.03) and educational background (F=39.07, p=.00). 2) There was a statistically significant difference in critical thinking skill according to age (F=3.40, p=.02), educational background(F=32.51, p=.00), and period of professional nursing experience(F=3.56, p=.02). CONCLUSION: A significant positive correlation between critical thinking disposition and critical thinking skill was found(r=.68, p=.00). Critical thinking disposition and critical thinking skill according to age and educational background had statistically significant differences. Therefore, it is needed to emphasize the necessity of continuous education and training of nurses which prepare their critical thinking ability.
California ; Education ; Nursing ; Thinking*

PURPOSE: This study was conducted to investigate the relationships among trait anger, anger expression, positive thinking, and gratitude in college students. METHODS: The participants were 370 college students recruited from two universities in P and D cities. Data were analyzed using descriptive analysis, t-test, ANOVA, Pearson correlation coefficients, and hierarchical regression analysis with the SPSS/WIN 20.0 program. RESULTS: There were significant differences in trait anger and anger-in according to religion and college majors. Moreover, anger-control differed according to college majors. There were significant correlations among trait anger, anger expression, positive thinking, and gratitude. Positive thinking was a significant factor of trait anger explaining 17.0% of the variances. Positive thinking and gratitude were significant factors of anger-control explaining 12.0% of the variances. CONCLUSION: The results of this study suggest that there is a need for strategies to decrease trait anger and promote anger-control by enhancing positive thinking and gratitude in college students.
Anger* ; Humans ; Thinking*