Critical Thinking Disposition Research Articles

Evaluation of cross-cultural adaptation and validation of the Persian version of the critical thinking disposition scale: methodological study

IntroductionAssessing critical thinking disposition is crucial in nursing education to foster analytical skills essential for effective healthcare practice. This study aimed to evaluate the cross-cultural adaptation and validation of the Persian version of the Critical Thinking Disposition Scale among Iranian nursing students.MethodA total of 390 nursing students (mean age = 21.74 (2.1) years; 64% female) participated in the study. Face and content validity were established through feedback from nursing students and expert specialists, respectively. Construct validity was assessed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The EFA was used to explore the number of factors and the items that were loading on them. The CFA was used to confirmed the fidnings of the EFA on the same sample. Convergent and discriminant validity were examined, along with reliability through internal consistency and test-retest reliability.ResultsEFA revealed a two-factor structure, comprising “Critical Openness” and “Reflective Skepticism,” explaining 55% of the total variance. CFA confirmed the model’s fit (χ² = 117.37, df = 43, χ²/df = 2.73, p < 0.001; RMSEA = 0.067; CFI = 0.95; TLI = 0.93, SRMR = 0.041). Convergent and discriminant validity were supported, with significant factor loadings (p < 0.001) ranging from 0.61 to 0.77. The CTDS exhibited strong internal consistency (α = 0.87) and excellent test-retest reliability (ICC = 0.96).ConclusionThe validation of the CTDS in Persian language settings provides a reliable tool for assessing critical thinking disposition among Iranian nursing students. The two-factor structure aligns with previous research, reflecting students’ propensity towards critical openness and reflective skepticism. The study’s findings underscore the importance of nurturing critical thinking skills in nursing education.

The Effect Of Simulated Patient Education On Critical Thinking Trends In Medical School Students

Introduction &amp;Objective: Critical thinking consists of mental processes such as reasoning, analysis, and evaluation. It is an objective super-thinking way open to self-correction and change. The main component of the current education methods is the acquisition of critical thinking. Simulated patient applications in medical education is an effective method that enables the student to acquire cognitive and psychomotor behaviors with active participation in the learning process. The aim of this study is to determine the change in the critical thinking tendencies of the third-year students of Akdeniz University Faculty of Medicine before and after simulated patient applications. Method: Third-year students of Akdeniz University Faculty of Medicine in the 2018-2019 academic year participated in the study. The students were asked to apply the Critical Thinking Disposition scale forms before the simulated patient applications. In the second stage of the study, the scale was reapplied to the students. The scale consists of 49 items. In our study, the results of the change between the first and the second applications of Critical Thinking Disposition scale were compared with the Paired Sample Test. Results &amp;conclusion: A total of 345 students participated in the study. The mean score obtained from the Critical Thinking Disposition scale of the whole group was 191.63 (SD = 21.07) in the fall term and 193.69 (SD = 23.63) in the spring term. Although there was an increase in mean values of CTHD scale, the difference was not statistically significant (t(344)=-1.09, p = 0.277). The multidimensional nature of critical thinking skills and the need for continuity in order to keep this skill sharp are considered effective on this result. Different applications can be added to the training program to develop this skill.

The Impact of Critical Thinking Disposition on University Students’ English Writing Proficiency

The Impact of Critical Thinking Disposition on University Students’ English Writing Proficiency

간호대학생의 간호정보활용역량과 문제해결능력과의 관계에서 비판적 사고성향의 매개효과

Purpose : This descriptive study explored the relationship between nursing information literacy competency and nursing students' problem-solving ability to identify the mediating effect of critical thinking disposition. Methods : From September 11 to November 30, 2023, a survey was conducted targeting students enrolled in nursing departments at three universities in Jeollabuk-do. Data were analyzed using independent t-tests, one-way ANOVA, and descriptive statistics were performed using the SPSS/WIN 23.0 program. PROCESS macro 3.5 program was used to verify the significance of the indirect effect of the mediator. Results : Nursing information literacy had a significant positive impact on critical thinking disposition (β=.40, p＜.001), and the explanatory power of the model was 29%. Nursing information literacy (β=.28, p＜.001) and critical thinking disposition (β=.52, p＜.001) positively affected problem-solving ability, and the explanatory power was 50%. The total effect size for nursing information literacy and problem-solving ability was 0.49, which was statistically significant. The size of the direct effect of nursing information literacy on problem-solving ability was 0.28, which was statistically significant. The size of the indirect effect of nursing information literacy on problem-solving ability mediated by critical thinking was 0.21, which was statistically significant. Conclusion : There is a need to develop and operate a curriculum to improve nursing students' nursing information literacy and critical thinking disposition to improve the problem-solving ability required in clinical settings.

Analysis of Students' Critical Thinking Disposition in Science Learning

The study aimed to analyze the specific dispositions that contribute to effective critical thinking among prospective science students. Utilizing a descriptive survey method, the study involved 52 participants from different universities, aiming to gather comprehensive data on their critical thinking dispositions. The research instrument, a structured questionnaire comprising 36 items derived from Ennis's critical thinking indicators, was validated and tested for reliability, ensuring its efficacy in measuring the intended constructs. The findings revealed that the overall critical thinking disposition of the students was predominantly below the critical threshold, with significant variability across different indicators. For instance, indicators such as seeking and offering clear statements and reasons scored relatively high, while others like taking into account the total situation scored lower. This disparity highlights the need for targeted interventions to enhance specific critical thinking dispositions. The study recommends integrating contextual and inquiry-based learning approaches, which have been shown to effectively foster critical thinking by engaging students in real-world problem-solving scenarios. Moreover, incorporating collaborative and experiential learning experiences can further nurture critical thinking skills, promoting deeper understanding and innovation. The research emphasizes the importance of developing specific disposition like open-mindedness to improve the critical thinking capabilities of prospective science teachers, ultimately enhancing their academic performance and preparedness to tackle complex scientific issues.

Online or in‐class problem based learning: Which one is more effective in enhancing learning outcomes and critical thinking in higher education EFL classroom?

AbstractBackgroundAlthough problem based learning has a great potential to promote learning outcomes as well as cognitive abilities, the number of previous studies investigating this potential on critical thinking, reading comprehension abilities and attitudes in English as a Foreign Language (EFL) context is scarce. Also, the number of studies comparing the effectiveness of online and face‐to‐face problem based learning on these variables is scarcer and this limited research has yielded contradictory results.ObjectivesThis study aimed to investigate and compare the effectiveness of online and face‐to‐face problem based learning on critical thinking skills, dispositions, reading comprehension abilities, and attitudes of EFL students.MethodPretest‐posttest control group quasi‐experimental design was employed in this study that has two experimental groups and one control group. There were 23 (13 females and 10 males), 23 (14 females and 9 males), and 22 (12 females and 10 males) EFL students in online problem based learning group, face‐to‐face problem based learning group, and control group, respectively. In the first experimental group, problem based learning activities were conducted online while the same activities were conducted face‐to‐face in the classroom in the second experimental group. In the control group, no experimental procedures were followed and the students continued their regular instructor‐led reading activities. Watson‐Glaser Critical Thinking Test, Sosu Critical Thinking Dispositions Scale, Reading Comprehension Test, and Attitudes Towards English Scale were used to collect the data. The data were analysed using paired‐samples t‐test and ANCOVA with pretest scores as the covariate variable.Results and ConclusionsIt was found that problem based learning, either online or face‐to‐face, significantly enhanced EFL learners' reading comprehension abilities and attitudes towards English as well as their critical thinking skills and dispositions. It was also concluded that online problem based learning is more effective to enhance reading comprehension abilities and attitudes than face‐to‐face problem based learning while they are equally effective in promoting critical thinking skills and dispositions in EFL classroom.ImplicationsThis study has significant implications for educators and researchers. As this study showed that online problem based learning is a promising alternative to face‐to‐face problem based learning, universities, educators, administrators, and researchers can organize their problem based learning activities online to promote learning outcomes and cognitive abilities in language classrooms. Also, future studies employing qualitative or mixed methods can be conducted with sample groups from different educational levels to provide an in‐depth examination of the advantages and disadvantages of online and face‐to‐face problem based learning.

Assessing Undergraduates’ Critical Thinking Disposition: A Top University in China as a Case Study

The study focused on assessing critical thinking (CT) dispositions among Chinese undergraduate students using the CCTDI-CV. Results showed neutral CT dispositions among students at a top university in China, with factors like gender, grade level, extracurricular activities, Research Program participation, time spent on activities, and mentor supervision influencing CT disposition. Interviews with faculty, students, and administration officials helped identify these factors' impact on students' CT disposition. Recommendations included emphasizing CT development, incorporating active teaching methods, integrating active learning in education, and ensuring systematic support for CT cultivation. The study aimed to enhance students' CT abilities through targeted strategies tailored to the university context.

Pressure Ulcer Management Virtual Reality Simulation (PU-VRSim) for Novice Nurses: Mixed Methods Study.

Pressure ulcers (PUs) are a common and serious complication in patients who are immobile in health care settings. Nurses play a fundamental role in the prevention of PUs; however, novice nurses lack experience in clinical situations. Virtual reality (VR) is highly conducive to clinical- and procedure-focused training because it facilitates simulations. We aimed to explore the feasibility of a novel PU management VR simulation (PU-VRSim) program using a head-mounted display for novice nurses and to investigate how different types of learning materials (ie, VR or a video-based lecture) impact learning outcomes and experiences. PU-VRSim was created in the Unity 3D platform. This mixed methods pilot quasi-experimental study included 35 novice nurses categorized into the experimental (n=18) and control (n=17) groups. The PU-VRSim program was applied using VR in the experimental group, whereas the control group received a video-based lecture. The PU knowledge test, critical thinking disposition measurement tool, and Korean version of the General Self-Efficacy Scale were assessed before and after the intervention in both groups. After the intervention, the experimental group was further assessed using the Clinical Judgment Rubric and interviewed to evaluate their experience with PU-VRSim. The results compared before and after the intervention showed significant improvements in PU knowledge in both the experimental group (P=.001) and control group (P=.005). There were no significant differences in self-efficacy and critical thinking in either group. The experimental group scored a mean of 3.23 (SD 0.44) points (accomplished) on clinical judgment, assessed using a 4-point scale. The experimental group interviews revealed that the VR simulation was realistic and helpful for learning about PU management. The results revealed that PU-VRSim could improve novice nurses' learning of PU management in realistic environments. Further studies using VR for clinical training are recommended for novice nurses.

Can internship programs affect nursing students’ critical thinking disposition, caring behaviors, and professional commitment?

BackgroundNursing students are given opportunities to develop critical thinking disposition, caring behaviors, and professional commitment through clinical training. Therefore, nurse educators should move away from traditional methods toward new ones, such as internship programs in clinical training. This study assessed the effect of nursing internship programs on senior undergraduate nursing students’ critical thinking disposition, caring behaviors, and professional commitment.MethodsThis quasi-experimental study was conducted using a pretest-posttest design but with no control group. The study sample included 46 senior students enrolled in nursing internship programs. A demographic questionnaire, the Critical Thinking Disposition Inventory (CTDI), the Caring Assessment Report Evaluation (Care-Q), and the Nursing Professional Commitment Scale (NPCS) were used to collect data before and five months after the nursing internship programs were implemented.ResultsThe study findings revealed that the senior nursing students’ caring behaviors improved, but the total scores of critical thinking disposition and professional commitment did not change significantly after the nursing internship programs (p > 0.05).ConclusionAccording to the results, nurse educators are recommended to adopt strategies to improve the effectiveness of internship programs on critical thinking disposition and professional commitment among senior undergraduate nursing students.

Дослідження взаємозв'язку між схильністю до критичного мислення та міжкультурною конфліктологічною компетентністю українських і фінських майбутніх учителів

The present research studied critical thinking dispositions (CTDs) and their relationship towards intercultural conflict competence (ICC) in a sample of 58 students, 34 students of the Ukrainian University and 24 students of the Finnish University. The target population was the first-year pre-service teachers of bachelor level. The study was conducted using convenience sampling method. The main analyses carried out are descriptive in nature, non-parametric tests were used to analyse the differences and similarities between the variables of students’ CTDs and ICC. Main findings demonstrated the lack of significant differences in the levels of CTDs towards the levels of ICC among the students of each group, alongside the insufficiency of significant differences in the levels of CTDs towards the levels of ICC between the groups. The scores obtained for the dimensions of CTDs, namely, the dispositions towards argumentation and truth-seeking were less manifested, both within and between the groups. The outcomes obtained for ICC indicated the low levels of proficiency in communicative and behavioural components, particularly, the dimensions concerning situations of face-to-face intercultural interactions and intercultural communication, both within and between the groups. Slight difference was found among conflict resolution styles, i.e., 92% of Finnish students and more than a half of Ukrainian students preferred mutual-face concern style, while about one third of Ukrainian students were inclined to self-face concern style. Among the main limitations of the study were such as, a small sample population size; heterogeneous character of the target groups, while the participants were mainly prospective teachers of English, some pre-service teachers specialized in other educational fields. To summarise, with the growing number of intercultural interactions in school settings due to cultural diversity in both countries, it is crucial to enhance CTDs as well as ICC in the academic context.

Shaping future-ready graduates with mindset shifts: studying the impact of integrating critical and design thinking in design innovation education

In an era marked by rapid change and complex global challenges, Institutes of Higher Learning (IHLs) are tasked with preparing students to navigate and address these evolving demands. This paper explores the critical role of Higher Education (HE) in equipping students with the necessary skills and mindsets to tackle real-world problems through innovative solutions. Integrating critical thinking and design thinking within a Design Innovation module is central to this exploration. The study is undergirded by a conceptual framework that blends critical, design, and futures thinking, focusing exclusively in this paper on applying critical thinking (CT) and design thinking (DT). The research investigates two primary questions: (1) How do students’ DT and CT mindsets change after participation in a Design Innovation module? (2) Is CT a prerequisite for developing DT? This study aims to illuminate the shifts in students’ mindsets from before to after the completion of the module, highlighting the importance of developing key dispositions for ethical and socially responsible problem-solving. Results show a statistically significant increase in CT and DT disposition scores from pre- to post-test, suggesting a shift to more positive CT and DT mindsets after going through the Design Innovation module. In addition, a significant moderation effect of pre-test CT mindset on the relationship between pre-test and post-test DT mindset scores was observed, implying that CT was a prerequisite for DT. The findings offer insights into the module’s effectiveness in fostering future-ready graduates’ thinking capabilities on innovating for real-world challenges and highlight the need for our future-ready students to achieve critical competence and creative confidence. Finally, we conclude the paper with recommendations for educators to integrate CT skill development intentionally and in tandem with DT skill development for a balanced approach to developing critical competence and creative confidence in interdisciplinary courses.

간호대학생의 비판적 사고성향과 임상실습스트레스의 관계에서 의사소통능력의 매개효과

Objectives This study aimed to identify the mediating effect of communication competence in the relationship between critical thinking disposition and clinical practice stress in nursing students. Methods The participants were 181 nursing students with clinical practice experience. Data were collected from July, 7 to July, 30, 2023 using self-reported online survey. Data were analyzed using descriptive statistics, t-test, Pearson’s correlation coefficient, and multiple regression following the Baron and Kenny method and Sobel test for mediation. Results There are significant relationships between clinical practice stress and critical thinking disposition (r=-.33, p&lt;.001), clinical practice stress and communication competence(r=-.36, p&lt;.001), and between critical thinking disposition and communication competence(r=.67, p&lt;.001). Communication competence(β=-.24, p=.031) had a complete medicating effect in the relationship between critical thinking disposition and clinical practice stress(Z=-2.47, p=.014). Conclusions In order to reduce clinical practice stress among nursing students, It is required to develop tailored nursing education programs focusing on enhancing communication competence and improving critical thinking disposition.

Addressing the Lacuna in Critical Thinking in Kenyan Secondary School Chemistry Curriculum

Abstract: There are numerous studies on critical thinking (CT), but very few studies have been done that relate CT dispositions especially self-efficacy in classroom theory and practice, particularly in Kenya's secondary school chemistry curriculum. This paper analyzed reports from scholars, policymakers, and the curriculum reforms for Kenyan secondary schools to establish the extent to which CT is incorporated into the curriculum. These reports were used to experiment with the standard critical thinking analysis model. The analyzed categories were used to develop key theoretical propositions for the study. Theoretical propositions formed an explanatory theory that supported the analysis. From the analysis, although education reforms recognize CT as a key skill, it is not clear how CT self-efficacy should be developed in Kenyan secondary school chemistry learners. In this paper, we argue that CT can only be realized in the Chemistry classroom if the learning approach is learner-centered as opposed to the current teacher-centered approach. CT self-efficacy indicators also ought to be infused into the secondary school education curriculum for chemistry learners to acquire CT skills.

Examining the Relationship between High School Students' Perception of School Climate and their Critical Thinking Disposition

Critical thinking skills is thought that it is important to structure the elements in the school climate in a way that will support students' participation in the process, find the opportunity to think and criticize in acquiring critical thinking skills. Based on this reason, this study aimed to determine whether there is a relationship between high school students' perception of school climate and critical thinking disposition. Relational scanning model, was used in the research. The sample of the study was determined by stratified sampling method. “Delaware School Climate Student Scale” and “UF/EMI Critical Thinking Tendency Scale” were used as data collection tools in the research. The data obtained in the study were analyzed with t-test, ANOVA and Pearson correlation coefficients. According to the results of the research, a significant and positive relationship was found between the perception of school climate and the tendency to critical thinking.

Teaching diagnostic radiology to radiology majors: Implementation and evaluation of a flipped classroom model

Purpose Radiology instruction focuses on cultivating medical students’ diagnostic thinking skills and practical competence, and lecture-based learning (LBL) is the most commonly used teaching approach. While fact-based, this type of traditional instruction is often non-engaging, leading to a shift toward student-centered models, one of which is the flipped classroom (FC). However, studies involving a comprehensive evaluation of students’ experiences using the FC approach and its effects on their learning are lacking. Therefore, this study analyzed the teaching efficacy of the FC approach based on data of large groups of radiology students, accumulated over time. Methods Data from 636 medical radiology students taught using the FC and LBL models from 2012 to 2021 were retrospectively collected and analyzed. Results The test scores of the FC group were significantly higher than those of the LBL group, and improvements in learning initiative and learning ability were notably higher in the FC than in the LBL group. The two groups showed no significant difference in the critical thinking disposition indicator, and the proportion of students with positive critical thinking tendencies was higher in the FC than in the LBL group. The academic and social self-perception scores of the FC group were significantly higher than those of the LBL group, and there was a significant difference in Kolb’s learning style. Conclusions Based on evidence of completing pre-, in-, and after-class work, the FC approach improved students’ academic performance, learning initiative, diagnostic ability, and satisfaction with learning and the teaching institution. Our findings suggest that FC instruction promotes students’ assimilation and convergence of learning styles, and cultivates positive critical thinking.

An Analysis of Online Bulletin Board Discussions Using Posting Transitions

Online discussion transitions were analysed as a means of furthering the development of critical thinking disposition of students and their attitude toward disaster mitigation. The discussion was organised as an additional learning activity during a fully online course. The participant's posted messages were analysed using a network analysis technique in order to promote discussion and learning performance. The posting chain was represented as an adjacency matrix and posting relationships were analysed. The results suggest that discussant’s activity shows a hierarchical structure, with some participants posting in response to lecturer's instructions. Posting participants were classified into several clusters, and these characteristics were analysed. Though single-posting participants were not active discussants, their characteristics, including their learning performance, could be readily recognised correctly during the analysis.

A Study on the Effects of Critical Thinking Disposition and Nursing Professionalism on Learning Flow among Nursing College Students

The purpose of this study is to examine the relationships between nursing college students’ critical thinking disposition, nursing professionalism and learning flow and identify factors influencing the learning flow. Descriptive research was used as a research method, and a structured questionnaire was used to examine the relationships between nursing college students’ critical thinking disposition, nursing professionalism and learning flow and identify factors affecting the learning flow. The SPSS/WIN 24.0 program was used for data analysis, which comprised descriptive statistics, t-test, ANOVA, Schéffe's test, Pearson's correlation coefficients, and multiple regression. The analysis found statistically significant positive correlations between nursing students’ critical thinking disposition, nursing professionalism and learning flow; and identified that grade, personality and major satisfaction among the general characteristics of the subjects and nursing professionalism, are statistically significant factors influencing their learning flow. Therefore, this study suggests that improving nursing college students’ learning flow requires fostering critical thinking disposition and establishing desirable nursing professionalism in students through nursing curriculums by using a range of teaching and learning strategies and making continuous efforts to improve curriculums.

Exploring the characteristics of undergraduates’ Critical thinking development in peer interaction via epistemic network analysis

Although peer interaction has been considered a way to develop students’ critical thinking, there has been a lack of comprehensive exploration of the teaching strategy of analyzing undergraduates’ peer interaction regarding critical thinking skills and dispositions. In this study, 33 third-year undergraduates participated in a peer interactive learning activity. By means of Epistemic Network Analysis (ENA), the characteristics of developing critical thinking in peer interaction of high- and low-scoring groups were revealed. It was found that undergraduates’ critical thinking mainly involved the critical thinking skills of analysis, evaluation, and inference, more than the critical thinking dispositions of curiosity, open-mindedness, persistence, and reflection. High-scoring group students’ critical thinking had more associations among persistence, analysis, evaluation, inference, and open-mindedness, while low-scoring group students’ critical thinking had more associations with curiosity, analysis, and inference. Moreover, the high- and low-scoring group students who engaged in peer interactive learning activities at each stage exhibited statistically significant differences in critical thinking characteristics including connectivity and interdependence. The low-scoring groups focused on critical thinking skills, whereas the high-scoring groups were driven by critical thinking dispositions. Finally, interventions for developing critical thinking are discussed, and suggestions are made to assist in designing and implementing future peer interactive learning activities.

Differences Between Discovery Learning And Case-Based Learning Using Animated Videos On Critical Thinking Skills In Start Triage Among Undergraduate Nursing Students

The 2004 disaster in Aceh underscores the need to strengthen disaster triage preparedness. Triage would be more accurate when considering human resource factors. Students are educated nurse candidates who will serve the community through their ability to think critically. Innovative learning opens opportunities to sharpen critical thinking in students' preparedness for emergency disaster situations. This study analyzes the differences between discovery learning and case-based learning on critical thinking in START Triage among undergraduate nursing students. This quasi-experimental study used a pre-test and post-test design involving 40 undergraduate nursing students selected through purposive sampling and divided into two groups: control and intervention. Data collection utilized the Critical Thinking Disposition Inventory questionnaire. The results of the Paired T-test revealed differences in critical thinking ability in START Triage before and after receiving discovery learning and case-based learning. Furthermore, the independent T-test results indicated a significant influence of case-based and discovery learning on critical thinking ability in START Triage. Case-based learning utilizing animated videos significantly impacted nursing students' critical thinking ability in START Triage. Using animated videos as a basis for case-based learning provides a foundation for educational institutions to integrate into learning activities and disaster simulation exercises to enhance the quality of Triage services.

Cooperative mindset and creative self-concept in higher education

Cooperative mindset refers to both a way of thinking and a practice aimed at achieving social transformation and innovation through the involvement of multiple individuals in the creative process. Drawing upon the 7Cs framework, this study analyzes the relationship between cooperative mindset and creative self-concept in a sample of university students. The mediating role played by other creativity-related variables in this relationship is also examined. Participants were 1940 first-year students from a Spanish university (Mage = 18.99, SD = 1.70; 51.1 % male, 48.7 % female, 0.2 % non-binary). Results revealed that creative self-concept is associated with cooperative mindset, and that this relationship is mediated by critical thinking disposition but not by entrepreneurial self-efficacy. These findings suggest that cooperative mindset among higher education students could be enhanced through the implementation of approaches to teaching and learning that foster a creative self-concept. Educational relevance statementIn order to develop a cooperative mindset among higher education students it is essential to foster their creative abilities through approaches to teaching and learning that encourage reflection and the critical appraisal of ideas, situations, and concepts. It is also important to provide them with opportunities to engage in the co-creation of solutions to real-world problems. This could help to produce individuals and societies that are able to work together to achieve the common good and to offer innovative and socially transformative solutions to the complex challenges we currently face.