Middle European Scientific Bulletin

Volume 30, November 2022, Pages 142-152

Full Lenght Article
Effect of Curriculum Duration and Entry Qualification on the Development of Bachelor Nurse Students’ Critical Thinking Competence in the Centre Region of Cameroon

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Open Access

Abstract

The criticality of Critical Thinking in the profession of nurse is proved in every relevant literature. It is an imperative tool that nurses need to master so that they can provide quality care. But a critical analysis of bachelor nursing curricula revealed that all over the world bachelor degree programmes vary in their duration and sometimes in their entry qualification. The duration varies from two semesters to four years. Entry qualification varies from High School Diploma to Diploma in Nursing. We were then able to ask ourselves what is the effect of this variation on the development of nurse student critical thinking, especially in the Centre Region of Cameroon? This pushed us to state two objectives for this article: To find out whether there is any effect of entry qualification on students’ Critical Thinking competence in bachelor degree curricula in nursing schools in the Centre Region of Cameroon; To find out whether there is any effect of the programme duration on students’ Critical Thinking competence in bachelor degree curricula in nursing schools in the Centre Region of Cameroon. To reach these objectives, a cross-sectional survey was used. A convenient sample of 229 students was selected comprising 102 holders of High School Diploma and 127 holders of Diploma in Nursing. A critical thinking test made up of six open-ended questions was used for data collection. Descriptive and inferential statistical analysis were used base on independent T-test. Research ethical principles were rigorously observed. Findings revealed that, in nursing schools in the Centre Region of Cameroon, students with Diplomas in nursing (m = 7.37) exhibited better Critical Thinking skills than those with Baccalauréat (m = 5.56). and that, students who were offered a more extended programme (m=8.10) exhibited better Critical Thinking skills than those in who were offered a shorter programme duration (m=5.87). These findings confirmed the results of many other studies on similar topics.

Abstract

The criticality of Critical Thinking in the profession of nurse is proved in every relevant literature. It is an imperative tool that nurses need to master so that they can provide quality care. But a critical analysis of bachelor nursing curricula revealed that all over the world bachelor degree programmes vary in their duration and sometimes in their entry qualification. The duration varies from two semesters to four years. Entry qualification varies from High School Diploma to Diploma in Nursing. We were then able to ask ourselves what is the effect of this variation on the development of nurse student critical thinking, especially in the Centre Region of Cameroon? This pushed us to state two objectives for this article: To find out whether there is any effect of entry qualification on students’ Critical Thinking competence in bachelor degree curricula in nursing schools in the Centre Region of Cameroon; To find out whether there is any effect of the programme duration on students’ Critical Thinking competence in bachelor degree curricula in nursing schools in the Centre Region of Cameroon. To reach these objectives, a cross-sectional survey was used. A convenient sample of 229 students was selected comprising 102 holders of High School Diploma and 127 holders of Diploma in Nursing. A critical thinking test made up of six open-ended questions was used for data collection. Descriptive and inferential statistical analysis were used base on independent T-test. Research ethical principles were rigorously observed. Findings revealed that, in nursing schools in the Centre Region of Cameroon, students with Diplomas in nursing (m = 7.37) exhibited better Critical Thinking skills than those with Baccalauréat (m = 5.56). and that, students who were offered a more extended programme (m=8.10) exhibited better Critical Thinking skills than those in who were offered a shorter programme duration (m=5.87). These findings confirmed the results of many other studies on similar topics.

Keywords

Critical Thinking
Programme Duration
Entry Qualification

Declarations

Conflict of Interest Statement

The author (s) declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

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Eyinga, D. P. M. . (2022). Effect of Curriculum Duration and Entry Qualification on the Development of Bachelor Nurse Students’ Critical Thinking Competence in the Centre Region of Cameroon. Middle European Scientific Bulletin, 30, 142-152. Retrieved from https://cejsr.academicjournal.io/index.php/journal/article/view/1605
  • Submitted
    24 November 2022
  • Revised
    24 November 2022
  • Published
    24 November 2022