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Background: Systematic critical thinking and critical thinking are the cognitive processes used to analyze knowledge for clinical judgment that lead to effective solutions to nursing problems.
Objectives: To explore the relationship between tsystematic thinking, critical thinking and clinical judgment of nursing students, Boromarajonani College of Nursing, Chon Buri.
Methods: This research study was a descriptive study. The sample consisted of 292 nursing students in their second, third, or fourth year in the Bachelor of Nursing Science Program, Boromarajonani College of Nursing Chon Buri, academic year 2019. The participants were selected by purposive sampling. Data were collected using a 4 parts questionnaire including a part of demographic data and 3 parts of rating scale questions with reliability values of .80, .97 and .63, respectively. Data were presented using descriptive statistics and analyzed to find relationships using Pearson's Correlation Coefficient.
Results: The results of the study revealed that the systematic level of thinking of nursing students was at a high level (M=3.63, SD=0.35), whereas, critical thinking was at a moderate level (M=3.48, SD=0.55). Lastly, clinical judgment was at a low level (M=9.64, SD=4.09). The results of the relationship analysis showed that current educational level, GPA and systematic thinking correlated with clinical judgment with statistical significance (r=.562, r=.221, and r=.209, p<.01, respectively).
Conclusions: This research contributes to the idea that teaching and learning processes should be developed to promote systematic thinking which, in turn, leads to learning achievement and clinical judgment of nursing students in the future.
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