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Amaç: Bu araştırmanın amacı hemşirelik öğrencilerinde kültürlerarası iletişim ile eleştirel düşünme eğilimi arasındaki ilişkiyi belirlemektir. Yöntem: Araştırma kesitsel bir araştırmadır. Araştırmanın evrenini Türkiye’nin batısında bir Üniversitesinin, Sağlık Bilimleri Fakültesi, Hemşirelik bölümünde 2018-2019 Eğitim-Öğretim yılında eğitim gören 540 öğrenci oluşturdu. Evrenden örneklem seçimine gidilmedi. Çalışmaya katılmayı kabul eden ve ulaşılan 399 öğrenci ile çalışma tamamlandı. Araştırmanın verileri, öğrencilerin tanıtıcı özelliklerini, kültürlerarası iletişim yeterliliği belirlemek amacıyla kullanılan Kültürel Etkililik Ölçeği ve Eleştirel Düşünme Eğilim Ölçeği aracılığıyla yüz yüze görüşme yöntemiyle sınıf ortamında Şubat-Mart 2019 tarihleri arasında toplandı. Etik kurul, kurum ve katılımcıların yazılı izinleri alındı. Veriler SPSS 25’te araştırmacılar tarafından tanımlayıcı istatistik ve korelasyon analizi ile değerlendirildi. Bulgular: Bu araştırmada hemşirelik öğrencilerinin eleştirel düşünme becerileri ortalama puanı 182.4±31.13 kültürlerarası etkililik puan ortalaması ise 66.9±8.34 olarak belirlendi. Hemşirelik öğrencilerinin kültürlerarası etkililik ölçeği toplam puan ortalaması ile eleştirel düşünme eğilimi ölçeğinin toplam puan ortalamaları arasında istatistiksel olarak anlamlı bir ilişki saptandı (r= .488, p<0.01). Sonuç: Araştırma sonucuna göre hemşirelik öğrencilerinde eleştirel düşünme ve kültürlerarası iletişim birbiriyle ilişkili iki kavramdır.
Purpose: The purpose of this research is to determine the relationship between intercultural communication and critical thinking tendency in nursing students. Method: Research is a cutting-edge research. The universe of research was formed by a University in the west of Turkey, the Faculty of Health Sciences, 540 students who received education in the 2018-2019 Education-Teaching year in the Department of Nursing. There was no choice from the universe. The study was completed with 399 students who accepted and reached the study. The research data was collected between February and March 2019 in the classroom with the face-to-face conversation method through the Cultural Impact Scale and the Critical Thought Tendence Scale used to determine the introductive characteristics of students, the intercultural communication qualification. The ethical board, the institution and the participant's written permits were obtained. The data was evaluated by researchers in SPSS 25 through identificative statistics and correlation analysis. In this study, the average score of nursing students’ critical thinking skills was 182.4±31.13, and the inter-cultural effectiveness score was 66.9±8.34. A statistically meaningful relationship was found between the overall score average of the intercultural impact scale of nursing students and the overall score average of the critical thinking tendency scale (r= .488, p<0.01). According to the research, critical thinking and intercultural communication in nursing students are two concepts related to each other.
Aim: The aim of this paper is to determine the relationship between intercultural relationship and the critical thinking disposition in nursing students. Methods: This survey is a cross-sectional survey. The population of the survey consists of 540 students who were training in the academic year 2018-2019 at the department of nursing of the faculty of health sciences in a University in the West Turkey. No sample selection was made from the population. The survey was completed with 399 students who had been reached and accepted to partake in the study. The data of the survey were collected using determining questions, the Cultural Effectiveness Scale, and Critical thinking disposition Scale, which is used to determine sufficiency in intercultural communication, via face-to-face interview method between February and March 2019. Written consent from the ethical committee, institution and the participants were procured. The data were evaluated by the surveyors with descriptive statistics and correlation analyses in SPSS 25. Results: It was deduced that the average points of the nursing students in critical thinking and intercultural effectiveness were 182.4±31.13 and 66.9±8.34. The points were accepted as point average in accordance with literature. A meaningful relationship between the total point averages of nursing students in intercultural effectiveness scale and critical thinking disposition scale was found (r=488, p<0.01). Conclusion: In accordance with these results, studies to develop students’ critical thinking disposition and sufficiency in intercultural communication.
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