California Critical Thinking Disposition Inventory Research Articles

Structured diary introspection training: A kind of critical thinking training method can enhance the Pro-C creativity of interior designers

Pro-C creativity refers to professional creativity, which plays a key role in designing novel and practical works for designers in practical work. In order to verify the significance of critical thinking and Pro-C creativity and explore how to improve Pro-C creativity through critical thinking training, we carried out two studies. In Study 1, we recruited 58 designers using a longitudinal research approach and employed the California Critical Thinking Skills Test (CCTST) and the California Critical Thinking Disposition Inventory (CCTDI) to measure designers' critical thinking. Designers were tasked with completing assignments related to Pro-C level of creativity A, and their creativity was assessed by experts. Through a one-year follow-up analysis, we examined how their critical thinking influenced Pro-C creativity in the design domain. The results of the cross-lagged analysis indicate that scores on critical thinking positively predicted the creativity levels of designers one year later. Study 2 is a controlled intervention study. We developed an intervention program for training critical thinking, named the "Structured diary introspection Training Method", which is based on the online technique. Through a 21-day critical thinking training intervention, the results of repeated measures analysis of variance showed that, compared to the control group, designers in the intervention group scored significantly higher in a creative task related to designing a living room. Our findings support critical thinking as an important predictor of Pro-C creativity in the real world and provide a feasible training program for those who need to improve their Pro-C creativity.

Development of a Moodle-Assisted Guided Inquiry Model for General Biology E-Learning to Enhance the Student' Critical Thinking Dispositions

Critical thinking disposition is a component of higher-order thinking skills required to meet 21st-century challenges. This research aimed to develop a Moodle-assisted Guided Inquiry model (GI-Moodle) for General Biology e-learning and to enhance university students' critical thinking disposition. Fenrich's instructional model was used in this development research. Meanwhile, a quasi-experimental study was conducted at the implementation stage. This study was carried out at the Faculty of Applied Science and Engineering, Undikma. The data were collected using validation sheets and the California Critical Thinking Disposition Inventory. Descriptive quantitative analysis and ANCOVA were done. The results revealed that: the general biology e-learning developed was reliable and valid; students' critical thinking disposition increased from the pretest to the posttest, where the GI-Moodle students achieved better than the WhatApp Group-assisted Guided Inquiry students (GI-WAG) and WhatApp Group-assisted Structured Inquiry students (SI-WAG); the implementation of GI-Moodle and GI-WAG E-learning did not have a significant effect, but it was significantly different compared to the SI-WAG class. In conclusion, GI-Moodle is a viable option for enhancing college students critical thinking disposition through General Biology e-learning. It can be a reference for development in other learning

Effect of WebQuest-based education on critical thinking and academic self-efficacy of midwifery students: Study protocol of a randomized, controlled crossover trial

BACKGROUND AND AIM: Critical thinking fills the gap between theoretical and clinical teaching and increases the power of clinical decision-making. WebQuest is an innovative, learner-centered, and effort-driven learning approach that uses computer technology to engage and motivate learners. In WebQuest, learners are compelled to use the latest information available on the web as a tool to promote higher levels of thinking. However, we did not find a study that used WebQuest to improve students' critical thinking and academic self-efficacy. The aim of this study will be to investigate the effect of WebQuest-based education on the critical thinking of midwifery students. MATERIALS AND METHODS: This superiority randomized, controlled crossover trial will be carried out among fifth-semester undergraduate midwifery students. Participants will be allocated to one of two event groups (A and B) using block randomization. In the first sequence (FS) (four weeks) of study, both groups will simultaneously attend two different education groups (WebQuest and traditional). During the FS, WebQuest will be used to teach group A participants, while group B participants will be treated as the control group (CG) and be taught using a traditional presentation. In the second sequence (SS), the interventions will be crossed over. Participants in both groups will complete the sociodemographic questionnaire, the California Critical Thinking Skills Test (CCTST), the California Critical Thinking Disposition Inventory (CCTDI), and the Academic Self-Efficacy Beliefs Questionnaire (ASEBQ) once before the first sequence of the study, during the washout period, and at the end of the second sequence of the study. The teaching satisfaction questionnaire will be completed at the end of the study. DISCUSSION: The results of this study can be used as a basis for teaching midwifery students using WebQuest as a new teaching method.

Determination of Critical Thinking Dispositions and Communication Skills of Gifted Middle School Students

The purpose of the study is to determine the critical thinking dispositions and communication skills of gifted students, and to investigate whether these students’ critical thinking dispositions and communication skills vary significantly by some demographic variables. This study used the descriptive survey model. The sample, which was determined by using maximum variation sampling, consists of 326 gifted students attending BİLSEMs. To collect data, the “California Critical Thinking Disposition Inventory”, the “Communication Skills Evaluation Scale” with “Information Form” were used. In the analysis, descriptive statistics, t-test, ANOVA and correlation analysis techniques were employed. It was seen that the critical thinking level of the students is medium and communication skills level is high. Their critical thinking does not vary significantly by the variables of gender, birth order, grade level and family type. However, their level of critical thinking was determined to vary significantly by the variables of the number of siblings and mother’s/father’s education level. Their communication skills vary significantly by the variables of gender, grade level, mother’s/father’s education level and the number of siblings but does not vary significantly by the variables of birth order and family type.

Öğretmen ve Öğretmen Adaylarının Eleştirel Düşünme Becerileri Konulu Araştırmaların Sistematik Derleme Yöntemiyle İncelenmesi

The aim of this study is to examine the research on the critical thinking skills of teachers and pre-service teachers using a systematic review methodology. The study includes 26 articles published in Turkey and abroad between 2013 and 2022, as well as 4 master's theses published in Turkey. The research was categorized according to the publication year, type, purpose, method/design, sample level, sample size, data collection tools, data analysis method, and conclusions/recommendations in accordance with the systematic review methodology. The study revealed an increase in research on the critical thinking skills of teachers and pre-service teachers before the pandemic, with a relatively decrease in research during the pandemic. Quantitative designs were largely preferred in the research, with scale-type data collection tools being the most frequently used. The California Critical Thinking Disposition Inventory, developed by Facione, was found to be the most commonly used scale to measure the critical thinking skills of teachers and teacher pre-services. While the objectives of the research were similar, the results differed. In conclusion, there is no consensus in the literature regarding the critical thinking skills of teachers and pre-service teachers. Based on the results of the study, recommendations were made for researchers and teacher training institutions.

A critical issue: assessing the critical thinking skills and dispositions of undergraduate health science students

Critical thinking skills and dispositions are significantly important factors that aid in one’s ability to understand and solve complex problems. Within the field of higher education, critical thinking skills and dispositions are valued and encouraged but are not always fully developed at the completion of the undergraduate degree experience. Those students who are studying to enter the healthcare field are particularly in need of strong critical thinking skills and dispositions in order to provide patients and communities with effective, evidence-based care in the midst of an ever-increasingly complex environment. What program of study a student selects, and the unique curriculum design of that program, may impact the development of these skills and dispositions during undergraduate study. This quantitative study sought to explore and understand the critical thinking skills and dispositions of undergraduate students enrolled in a BS in Health Science (BSHS) degree program, and how these skills in particular compared to the national student population. During the Spring 2022 academic semester, 140 senior-level BSHS students were given the opportunity to complete the California Critical Thinking Skills Test and the California Critical Thinking Disposition Inventory. Results show less development in critical thinking skills when compared to the national student population, with Numeracy skills being the most poorly developed, and Truth-Seeking being the most inconsistent disposition possessed by the student participants. The implications of these findings, particularly for faculty who teach students planning to enter the healthcare field, are offered, including recommendations for curricular design and modification.

Scales used to evaluate critical thinking in nursing graduation

Objective: To analyze the scales used to measure critical thinking in undergraduate nursing students.Methods: Scoping review guided by Joanna Briggs Institute recommendations. Search carried out in November/2021 in five databases and two libraries. Descriptive data analysis.Results: Final sample had 57 articles. 91% (n = 53) adopted a validated scale to measure critical thinking in nursing students, and 9% (n = 4) combined two of them. California Critical Thinking Disposition Inventory, California Critical Thinking Skills Test, and Health Science Reasoning Test were the most used scales. Studies with beginners prevailed, and there were several contexts and research themes. Simulation and concept mapping were the most evaluated teaching strategies, and 59.6% (n = 34) identified an increase in critical thinking after the intervention.Conclusions: Nursing managers and educators have 17 validated scales available to measure critical thinking, a fundamental element of clinical practice.

A Study on the Critical Thinking Disposition of English Major Students -- A Case Study of Undergraduate English Majors at S University

This article focuses on undergraduate English majors at S University as research subjects, using the Chinese revised version of the California Critical Thinking Disposition Inventory (CTDI-CV) by Peng Meici. Using SPSS 26.0, the study analyzed the current status of critical thinking disposition among S University students and the differences in scores among different groups. The following conclusions were drawn: Overall, the critical thinking disposition of S University undergraduate English majors is at a moderate to high level, and there are varying degrees of differences among different student groups in terms of gender, parents’ education level, grade, high school type, and whether they have taken the “English Speech and Debate” course. Based on these survey results, corresponding suggestions are provided.

Hemşirelikte Eleştirel Düşünme Dersinin Öğrencilerinin Eleştirel Düşünme Eğilimlerine Etkisi

Purpose: The current study was conducted to determine the effect of the critical thinking course given to nursing students on their critical thinking dispositions. Method: A one-group pre-test post-test quasi-experimental design was used in the study. A total of 58 students who studied at the Nursing Department of the Faculty of Health Sciences of a university in the fall term of the 2020-2021 academic year and selected the elective critical thinking in nursing course were included in the study group. Data were collected by using a student information form and the California Critical Thinking Disposition Inventory. Key Results: Of the students in this study, 44 (75.9%) were female. Also, 37 (63.8%) of them stated that they chose the profession willingly, 41 (70.7%) were found to not participate in social activities, and 51 (87.9%) stated that they were a member of an association. The difference between students’ pre-and post-test scores (220.36 ± 24.72 and 311.74 ± 32.06, respectively) taken from the critical thinking scale was found significant (p < .001). Recommendations for Research and Practice: It can be said that the critical thinking in nursing course affects students’ critical thinking dispositions positively.

Specifics of the students’ critical thinking formation within active learning space

Critical thinking skills are important for personal development and self-realization in professional activity. Thus, this research was aimed at obtaining data about the formation of students’ critical thinking and the professional competencies of the future specialist within hybrid learning. The developed elective course for psychologists and linguists was introduced into the educational system of a higher educational institution. To measure the level of forced critical thinking, the authors used the California Critical Thinking Disposition Inventory (CCTDI), which is specifically designed for undergraduate and graduate students or comparable groups. The findings describe the specifics of the students’ critical thinking formation within hybrid learning. The statistical data analysis showed positive dynamics and a significant increase in the experimental group. The practical testing and experimental validity of the developed course effectiveness gives prospects for further studies of this phenomenon and the practical implementation of innovative technologies aimed at the students’ critical thinking formation within a blended learning model in higher education institutions. The developed optional course within the blended learning model allows creating and practically implementing new educational programs for university students. The research findings also foresee the need for further study of training competent pedagogical staff for the implementation of blended learning.

The effect of blended task-oriented flipped classroom on the core competencies of undergraduate nursing students: a quasi-experimental study

BackgroundThe flipped classroom (FC) method is becoming increasingly popular in China's nursing education. It is an important breakthrough improvement in the quality of learning in nursing education reforms.PurposeThis study aimed to determine the effects of blended task-oriented flipped classroom (TFC) on nursing students undertaking the Fundamentals of Nursing course.MethodsA pre-and post-test quasi-experimental design was adopted. This study was conducted in the Autumn semester, 2021 academic year in a Chinese university. Using cluster sampling technique, this study enrolled second-year undergraduate nursing students from six classess who were studying Fundamentals of Nursing course. A blended TFC was developed and implemented with three classes (experimental group: n = 152). In-class traditional lectures were applied to the other three classes (control group: n = 151). The Self-Directed Learning Instrument, Problem-Solving Inventory, and California Critical Thinking Disposition Inventory were used to evaluate students’ learning outcomes, and final examinations were conducted at the end of after course. In addition, students in the flipped classroom group were required to answer five open-ended questions concerning their flipped classroom learning experiences.ResultsStudents in the experimental group showed significant improvement in academic performance compared to those in the control group (p = 0.001). Considering total scale and factors, students in the experimental grouped recorded significantly higher scores in self-directed learning ability, problem-solving skills, and critical thinking ability compared to those in the control group (p < 0.05). Furthermore, improved abilities and skills such as team cooperation, communication, presentation, identifying /solving clinical problems, and accountability were reported.ConclusionA blended TFC teaching approach positively impacted students' core competencies and improved learning outcomes in the Fundamentals of Nursing course.

Evaluating the effects of simulated interprofessional teaching on the development of clinical core competence in nursing students: a mixed methods study

BackgroundWhile single-method studies have reported on the effectiveness of simulated interprofessional teaching, our understanding of its full effects remains incomplete. Teaching design also provides no relevant theoretical guidance, which reduces the scientific quality and rigor of research. The purpose of this work was to study the effects of the simulated interprofessional education (SIPE) teaching model based on the 3P theory on the course of "Clinical Critical Thinking Training" through a convergent mixed method, and to provide the basis for future teaching design.MethodsA convergent mixed-method design was used, which consisted of a survey and a semi-structured interview. Data collection took place from September 2021 to July 2022. A cluster sampling method was used to select 60 full-time nursing students from a school in China, and randomly divide them into a control group of 36 and an experimental group of 24. According to the principle of voluntary participation, 6 students majoring in clinical medicine and 6 students majoring in pharmacy were recruited to join the experimental group to form an interprofessional team. The students studied “Clinical Critical Thinking Training” together, in which the control group used traditional simulation teaching and the experimental group used SIPE. The CCTDI (California Critical Thinking Disposition Inventory) and AITCS-II Student (Assessment of Interprofessional Team Collaboration in Student Learning Scale) were used for quantitative evaluation before and after the course, and descriptive statistics and Mann–Whitney U test were used to compare the critical thinking and interprofessional collaboration skills of the two groups of students. Semi-structured interviews were used for qualitative evaluation. Thematic analysis was used to understand student development on the basis of inter-professional core competencies and learning experience.ResultsThe students’ interprofessional cooperation abilities and critical thinking scores improved compared with the beginning of the course, but the scores of the experimental group were significantly higher than the control group (p < 0.05). Three themes emerged regarding simulated interprofessional teaching: clarifying team positioning, improving team efficiency, and optimizing the learning experience.ConclusionSIPE can build students' critical thinking, teamwork, and interprofessional core competencies, which makes it a useful teaching design.

Thinking culture and critical thinking dispositions of high school students in Turkish Republic of Northern Cyprus.

This study aimed to investigate the critical thinking disposition levels of the 15-18 age group of secondary and high school students in different educational settings in the Turkish Republic of Northern Cyprus (TRNC). Since culture is an inevitable part of thinking, this study becomes significant since there is no study investigating the thinking culture of youngsters in North Cyprus. After eliciting necessary permissions from the Ministry of Education and ethical boards, 1,130 participants in the age range of 15-18, who were selected by stratified random sampling and who voluntarily accepted to contribute to the study, took part as a targeted audience. Data was collected from six independent areas of North Cyprus. A Turkish version of the California Critical Thinking Disposition Inventory (CCTDI) was used as the main data collection tool and the data was collected via the online MS Teams platform. The study found that, first, most of the participants scored significantly below the desired criteria set by the related literature for the specified age group. Second, gender differences were studied, and girls were found to be more inclined to think critically than boys in terms of six facets of critical thinking except for truth-seeking. Third, an interesting result regarding urban-rural area distinction was elicited in favor of rural areas, which was contradicted by the related literature, and this finding is discussed under the cultural realms of Cyprus. The basic premises behind each finding and their causal associations with culture are elaborated in detail in the discussion section.

Meta-analysis of Studies on Pre-service Teachers’ Critical Thinking Skills in Nigeria Public Universities

This meta-analysis aimed to examine the studies on pre-service teachers of critical thinking skills. We conducted a meta-analysis to synthesize the extant literature on critical thinking and pre-service teachers. The method used in the study was based on the search of relevant literature through an online database such as IEEE Explore, ProQuest, ScienceDirect, and ResearchGate. The keywords in the search for the relevant literature include critical thinking skills in teacher education and pre-service teachers' critical thinking skills. After systematically searching the relevant literature through electronic databases using various search terms, we screened studies and reviewed them for inclusion. From 22 studies (27 samples, N= 3726), we found that critical thinking was moderately related to pre-service teachers' success, especially with the intervention’s studies on critical thinking. The relationship between pre-service teachers' achievement and levels of critical thinking skills was found to be significant. However, pre-service teachers' stories of critical thinking skills tests have been trending in teacher education worldwide. Still, most of the studies on pre-service teachers’ critical thinking were conducted in Turkey. The questionnaire used to measure pre-service teachers’ necessary thinking skills was found to be California Critical Thinking Disposition Inventory by Facione. Implications for this study include the importance of teaching critical thinking skills in a teacher education program and the inclusion of components of critical thinking in the curriculum across the board.

Professional Self-Concept and Critical Thinking of Pediatric Nurses in Turkey

Objecetives: There has been an increasing demand for nurses with advanced professional qualifications. A professional self-concept and critical thinking in nurses are necessary for determining complicated patient care needs and for finding and applying accurate and practical solutions in patient management. This study conducted to determine level of critical thinking and professional self-concept and the relationship between these concepts in pediatric nurses. Study Design: The study was conducted with 120 nurses working at a public hospital in Middle Anatolia in Turkey. The data were collected using a questionnaire, the Professional Self-Concept Scale in Nurses (PSCSN) and the California Critical Thinking Disposition Inventory (CCTDI). Results: A significant positive association was found between the mean PSCSN and CCTDI scores of the nurses (p<0.05). Educational and employment status, voluntary choice of job and communication with other health care professionals influenced the mean scores of professional self-concept and critical thinking in nurses. Conclusion: It was determined that critical thinking ability is important in developing professional self-concept, and educational status, working position, choosing the profession willingly and communication with the other healthcare staff were effective on professional self-concept and critical thinking.

Critical thinking disposition among Thai dental students.

Critical thinking is recognized as an essential aspect in the training of healthcare professionals, yet it has not been explicitly applied to dental education in Thailand. Therefore, this research study aimed to survey the status of critical thinking disposition among Thai dental students and examine the correlation between critical thinking disposition and academic performance. In 2020, 322 students from a Thai dental school were invited to participate in the study and answer an online questionnaire supplying demographic data and Grade Point Average (GPA), and respond to the California Critical Thinking Disposition Inventory (CCTDI). A one-way analysis of variance and Spearman's correlation were used to analyze the data. Overall, 279 of the 322 participants (86.6%) completed the demographic information and CCTDI. Three subscales were found to be in the ambivalent range: truth-seeking (36.8 ± 6.2), systematicity (39.0 ± 5.5), and maturity of judgment (37.1 ± 5.9). Most of the CCTDI subscale scores did not significantly correlate with GPAs, except for systematicity (r=0.119, p=0.047) and confidence in reasoning (r=0.146, p=0.015). This study examined the strengths and weaknesses of the students' critical thinking dispositions. Their GPAs correlated with two critical thinking disposition subscales; however, the results did not guarantee a correlation with academic outcomes. Pedagogical strategies to develop dental students' critical thinking dispositions need to be further assessed.

California Critical Thinking Disposition Inventory: Reliability Generalization Meta-Analysis

The aims of this reliability generalization study were to provide the overall alpha values of the California critical thinking disposition inventory (CCTDI) total score and subscales scores and investigate the characteristics of the studies that may be associated with the variability in the reliability values of the CCTDI total score and subscales scores. This study was carried out with 98 alpha values from 87 unique studies for total CCTDI scores. In the random effects model, total CCTDI was found to be reliable across samples with alpha value of 0.83. Also, the general alpha coefficients were 0.65, 0.56, 0.64, 0.66, 0.74, 0.72, and 0.61 for TS-scale, OM-scale, A-scale, S-scale, SC-scale, I-scale, and M-scale, respectively. Examination of study characteristics indicated that sample type was a significant predictor for alpha value of total CCTDI and all subscales. Samples with university students reported larger Cronbach’s alpha estimates for total CCTDI and all subscales. Also, while language was found to moderate the general alpha coefficient of total CCTDI, OM-scale, A-scale, S-scale, and I-scale, it was not a significant moderator on the general alpha value of TS-scale, SC-scale, and M-scale. Total CCTDI and all subscales showed higher Cronbach’s alpha values for the English-language administrations. Besides, country of the study was a significant moderator on the general alpha coefficient of total CCTDI, S-scale, and I-scale. However, subgroup of discipline was not a significant moderator on the general alpha coefficient of total CCTDI and its subscales. The mean of the test scores significantly explained %5 of the variance of alpha values of the total CCTDI. SD of the test scores significantly explained %10, %55, and %54 of the variance of alpha values of the total CCTDI, A-scale, and S-scale, respectively. It was found that gender and ethnicity significantly moderated the alpha values for M-scale.

Critical Thinking Cognitive Skills and Their Associated Factors in Chinese Community College Students in Hong Kong

The importance of fostering critical thinking (CT) in community college education has been recognized highly worldwide. However, limited studies have been conducted to investigate CT abilities among community college students in the Asian context. A cross-sectional correlational study was conducted with 209 Chinese community college students to assess the levels of CT cognitive skills and CT dispositions and to identify the associated factors. The California Critical Thinking Skills Test (CCTST), California Critical Thinking Disposition Inventory (CCTDI), and a questionnaire on the students’ socio-demographic and academic profiles were used. The results showed that the average level of CT cognitive skills was 17.82 ± 4.10, which was at the upper end of the moderate range. For CCTDI scores, the mean value was 278.81 ± 22.61 and positive disposition towards CT was shown in four subscales: open-mindedness, analyticity, confidence in reasoning, and inquisitiveness. From regression analysis, HKDSE total score (i.e., university entrance examination total score), CT subject grade level, CCTDI truth-seeking, and CCTDI analyticity were identified as the four significant factors associated with their CT cognitive skills. The findings provide significant implications when reviewing the program design and curriculum as well as the addition of CT elements in a separate course to promote students’ CT abilities for sustainable development.

Trend of tendency to critical thinking among medical students in Tehran University of Medical Sciences, 2010-2015: A longitudinal study.

BACKGROUND:Critical thinking is one of the goals of education. It is a criterion for academic accreditation in medical education by concentration on students' soft skills. Due to lack of basic information on critical thinking tendency in undergraduate medical program, this study aimed to determine the trend of tendency toward critical thinking of medical students in two phases: basic science (year 1) and preinternship (year 5) at Tehran University of Medical Sciences.MATERIALS AND METHODS:This longitudinal descriptive–analytic study has been conducted in two phases (2010 and 2015); all 105 medical students were selected by accessible sampling method. Years of entrance to college was the inclusion criterion. The psychometric properties of The California Critical Thinking Dispositions Inventory (CCTDI) were confirmed, and then, the instrument was completed twice by participants. Data were analyzed by SPSS: 16 using student t-test, and paired t-tests.RESULTS:There was a significant difference between genders of students (P < 0.05). Males were more disposed toward critical thinking than females. The significant increase was found between mean of truth-seeking in the second test compared to the first test; instead, the mean of inquisitiveness, analyticity and self-confidence and inquisitiveness was significantly decreased (P < 0.05). However, in other subscales, there were no significant differences between the 1st and the 5th year students (P > 0.05). The total score of the test in the second phase was lower than the first phase, which was not significant.CONCLUSION:According to the findings, there is necessary to consider the critical thinking dispositions in medical students training programs and break down the barriers. Tendency toward critical thinking seems to be as prerequisite of critical thinking skills in undergraduate medical program.

Effectiveness of palliative care simulation in newly hired oncology nurses’ training

ObjectiveThe aim of the study was to evaluate the effectiveness of palliative care simulations with standardized patients in improving the knowledge, skill performance, and critical thinking of newly hired oncology nurses. MethodsBy convenience sampling, 59 newly hired oncology nurses in 2019 were enrolled as control group and 50 in 2020 as simulation group at a grade-A tertiary cancer hospital. Simulation group accepted theory (3 sessions) and simulation teaching includes three representative scenarios (6 sessions) in palliative care: pain management, special scenario communication, and turn over. Control group accepted traditional theory and skill teaching (9 sessions). Then both groups underwent four weeks clinical practice. The knowledge score was assessed by knowledge questionnaires, skill performance by standardized clinical evaluations, and critical thinking by the California Critical Thinking Disposition Inventory in both groups before and after intervention. The satisfaction of two groups was assessed by the learning satisfaction scale. Analysis of variance was conducted among the two groups by SPSS20.0. A difference was considered significant when P ​< ​0.05. ResultsAfter intervention, the simulation group was significantly greater in knowledge of pain management (t ​= ​−7.560, P ​< ​0.001), and knowledge of special scenario communication (Z ​= ​5.031, P ​< ​0.001), as well as the skill score of turnover (Z ​= ​2.808, P ​= ​0.005) than the control group. The critical-thinking score was also significantly greater in the simulation group (Z ​= ​6.229, P ​< ​0.001). The simulation group had higher satisfaction (Z ​= ​5.144，P ​< ​0.001). ConclusionsPalliative care simulation with standardized patients can improve newly hired oncology nurses’ knowledge, skill performance, and critical thinking and satisfaction of teaching. It would be an effective strategy to train newly hired oncology nurses.