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Identifier 000455982
Title Η επίδραση του περιβάλλοντος εκπαίδευσης και της συναισθηματικής νοημοσύνης στην ανάπτυξη της κριτικής σκέψης στους φοιτητές σχολών επιστημών υγείας
Alternative Title The effect of learning environment and emotional intelligence on the development of critical thinking in health sciences students
Author Χριστοδουλάκης, Αντώνιος
Thesis advisor Τσιλιγιάννη, Ιωάννα
Reviewer Κριτσωτάκης, Γεώργιος
Σουρτζή, Παναγιώτα
Συμβουλάκης, Εμμανουήλ
Δημητροπούλου, Παναγιώτα
Σαμώνης, Γεώργιος
Σίμος, Παναγιώτης
Abstract Background: Health care professionals strive to provide the best quality of care to their patients in a stressful and constantly changing environment. Critical thinking is an essential skill of health care professionals. Critical thinking (CΤ) should be cultivated as early as possible, ideally during undergraduate studies, as it helps healthcare professionals provide better quality care to their patients. However, CT is not sufficiently cultivated during undergraduate studies of healthcare students and is rarely considered a critical point in teaching. Studies have identified modifiable factors such as the learning environment and emotional intelligence that through them CT can be improved at an undergraduate level. However, and despite the identification of the factors that affect CT, healthcare students do not sufficiently develop CT during university. Thus, there is a need to better explore these factors and investigate interrelations and ways of improving CT, especially in the critical field of healthcare students (nursing and medicine). Objectives: The aim of the present study was to investigate, capture and record the effect of the learning environment and emotional intelligence on the development of critical thinking in students of health sciences (Medicine-Nursing). Furthermore, the present dissertation had two main hypothesis 1) to examine the potential relationships between critical thinking with emotional intelligence and the learning environment, and 2) to examine the association of critical thinking (CT) and emotional intelligence (EI) versus CT and learning environment (LE) in order to investigate which has the greatest influence on CT, EI or LE on medical (University of Crete) and nursing (Hellenic Mediterranean University, and National and Kapodistrian University of Athens) students. Methods: This study was contacted in two phases with about one academic year apart by using a cross-sectional study design for each. The first phase included 208 first year health sciences university students of two nursing departments and one medicine department from three universities in Greece. In this phase structural equation modeling was used to examine the potential relationships between CT with EI and the LE. The second phase was conducted with 340 second year healthcare university students in the same nursing and medical schools, between October and December 2020. Hierarchical multiple linear regression analysis, with five steps, was used to compare the associations of CT and EI to CT and LE. It should be noted that in both phases to measure the critical thinking, learning environment, and emotional intelligence, three questionnaires were administered, the Critical Thinking Disposition Scale, Dundee Ready Education Environment Measure, and Trait Emotional Intelligence Questionnaire-Short Form respectively. Results: The first phase was comprised of 208 university students, of which, 25.5% (n= 53) were male and 74.5% (n=155) female. The majority were between the age of 18–20 (86.1%) and studied nursing (68.7% vs. 31.3% medicine). Most of the students had a moderate to high critical thinking disposition (mean score 44.5 ± 4.9 SD), a more positive than negative overall perception of the learning environment (mean score 124.4 ± 20.4 SD), and Students had a moderate to high emotional intelligence (mean score 4.92 ± 0.66 SD). The results from the first phase demonstrated that critical thinking was positively related to emotional intelligence (β = 0.82, p < 0.001), but not to the learning environment (β = 1.06, p = 0.30). However, the structural equation modeling analysis supported the indirect relationship between the learning environment and critical thinking through emotional intelligence (M = 1.10, CI = 0.13–2.17, p < 0.05). For the second phase, participants’ mean age (years) was 20.9 (±6.6 SD), the majority were female (82.6%, n=281) and studied nursing (86.8%, n=295). Students mean scores were moderate to high for CT disposition (44.7 ± 4.68), The students’ perception of the learning environment was more positive than negative (mean score 132.6±22.0 SD), and moderate to high for EI (mean score 5.00, ±0.66 SD). The general characteristics (age, gender, and school) were not significantly associated with CT (p > 0.05). However, CT was positively associated with LE [Unstandardized Coefficient Beta (UCB) = 0.064 & p<0.001] and EI (UCB = 1.522 & p<0.001). Moreover, CT seems to be associated in a higher degree (R2 change adj = 0.036 & p < 0.001) with emotional intelligence (UCB = 1.522) than with learning environment (UCB = 0.064). It should be noted that the internal consistency of the scales was assessed by Cronbach’s alpha and was acceptable for all scales; overall (total) CTDS = 0.763 (should be > 0.7), overall (total) DREEM = 0.946 (should be >0.7), and overall (total) TEIQue-SF = 0.845 (should be >0.7). Conclusions: The results of this thesis highlighted that emotional intelligence can be the underlying mechanism for the development of critical thinking, if properly applied and cultivated in a learning environment. In addition, the findings of this thesis suggest a different approach to improve critical thinking with an emphasis on emotional intelligence through the learning environment. Therefore, educators could aim to develop emotional intelligence by incorporating methods that improve it and consequently develop the critical thinking of their students. Therefore, universities could use this knowledge and adapt their curricula to further improve the critical thinking of their students. Such adaptation could help students to better develop their knowledge and skills during their studies and become healthcare professionals that provide high quality healthcare.(years) was 20.9 (±6.6 SD), the majority were female (82.6%, n=281) and studied nursing (86.8%, n=295). Students mean scores were moderate to high for CT disposition (44.7 ± 4.68), The students’ perception of the learning environment was more positive than negative (mean score 132.6±22.0 SD), and moderate to high for EI (mean score 5.00, ±0.66 SD). The general characteristics (age, gender, and school) were not significantly associated with CT (p > 0.05). However, CT was positively associated with LE [Unstandardized Coefficient Beta (UCB) = 0.064 & p<0.001] and EI (UCB = 1.522 & p<0.001). Moreover, CT seems to be associated in a higher degree (R2 change adj = 0.036 & p < 0.001) with emotional intelligence (UCB = 1.522) than with learning environment (UCB = 0.064). It should be noted that the internal consistency of the scales was assessed by Cronbach’s alpha and was acceptable for all scales; overall (total) CTDS = 0.763 (should be > 0.7), overall (total) DREEM = 0.946 (should be >0.7), and overall (total) TEIQue-SF = 0.845 (should be >0.7). Conclusions: The results of this thesis highlighted that emotional intelligence can be the underlying mechanism for the development of critical thinking, if properly applied and cultivated in a learning environment. In addition, the findings of this thesis suggest a different approach to improve critical thinking with an emphasis on emotional intelligence through the learning environment. Therefore, educators could aim to develop emotional intelligence by incorporating methods that improve it and consequently develop the critical thinking of their students. Therefore, universities could use this knowledge and adapt their curricula to further improve the critical thinking of their students. Such adaptation could help students to better develop their knowledge and skills during their studies and become healthcare professionals that provide high quality healthcare.
Language Greek, English
Issue date 2023-07-28
Collection   School/Department--School of Medicine--Department of Medicine--Doctoral theses
  Type of Work--Doctoral theses
Permanent Link https://elocus.lib.uoc.gr//dlib/7/7/9/metadata-dlib-1687428283-924379-9931.tkl Bookmark and Share
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