Mediating role of critical thinking disposition in the relationship between perceived barriers to research use and evidence-based practice

Abstract

Background: Despite the importance of critical thinking in clinical and educational settings, little is known about its role in evidence-based practice (EBP).Aim: This study examined whether critical thinking disposition (CTD) mediates the relationship between perceived barriers to research use and EBP in clinical nurses (N = 409).Methods/design: A path diagram using structural equation modeling was used to estimate the direct and indirect effects of perceived barriers to research use on EBP, controlling for CTD as a mediator.Results: CTD partially mediated the relationship between perceived barriers to research use and EBP. Furthermore, the hypothesized mediation model demonstrated an appropriate fit to the data.Conclusions: Individual and organizational efforts are needed to help nurses further improve their critical thinking skills. CTD is important as research barriers to engage effectively in EBP. Without the skills to evaluate evidence carefully, research utilization may be compromised.