Critical thinking disposition of nursing students: A quantitative investigation

Abstract

AimThe aim of this study was to assess the critical thinking (CT) disposition of students in a nursing school. This assessment is part of a larger study aimed at developing a CT-based curriculum framework for an undergraduate nursing educational program in a developing country. DesignA quantitative descriptive cross-sectional design was used to assess the CT disposition of undergraduate nursing students. This cross-sectional study identified strengths and weaknesses of nursing students relative to critical thinking mindset. MethodsThe California Critical Thinking Disposition Inventory (CCTDI) was used to assess the CT disposition of 112 undergraduate nursing students from March to May 2018. The CCTDI contains 75 items of six-point Likert scale of seven subscales. Data were analyzed through the use of descriptive statistics, the independent t-test and ANOVA. ResultsMost participants (73%) demonstrated a positive inclination towards critical thinking on the overall CCTDI score. Students’ mean score was highest on the confidence in reasoning subscale while lowest on truth-seeking. A statistically significant difference (p = 0.03) was found in the years of study on the inquisitiveness subscale. ConclusionsThese findings indicate the need for educators to devise strategies to assist students to seek accurate information building on students’ positive CT disposition.