Thinking Disposition Scores Research Articles

Impacts of platform-based CBL on undergraduate nursing students' academic performance, self-efficacy, clinical decision-making and critical thinking abilities: A cluster randomized controlled trial.

To compare the effects of traditional and platform-based case-based learning (CBL) on undergraduate nursing students' academic performance, self-efficacy, clinical decision-making and critical thinking abilities. Traditional CBL can improve students' academic performance but faces challenges in the era of "Internet + education." It is unclear whether platform-based CBL is as effective as traditional CBL. Cluster randomized controlled trial. A total of 88 undergraduate nursing students from two classes were recruited using cluster sampling and separated into two groups by class. The control group (n = 45) received traditional CBL, and the experimental group (n = 43) received platform-based CBL. Academic performance, self-efficacy, clinical decision-making, critical thinking disposition and experimental group's learning records from the online platform were evaluated. No difference was found between the two groups in overall academic performance, but formative evaluation and final examination scores in the course differed. Compared with the control group, the experimental group presented significant differences in self-efficacy and clinical decision-making. There was no difference between the total clinical thinking disposition scores; however, truth-seeking, systematicity and self-confidence exhibited significant differences. Concerning student progression, all experimental students advanced from "Grade I" to "Grade V" or "Grade IV". The usability questionnaire's average score regarding the platform was 77.03 (SD 7.43) and the top dimension was teaching utility. Compared with traditional CBL, platform-based CBL may better enhance self-efficacy and clinical decision-making abilities in nursing undergraduate students.

Nurses’ critical thinking disposition and professional commitment: a cross-sectional study

Abstract Objective High-quality and successful nursing care delivery in a variety of situations requires critical thinking training and professional commitment. The present study aimed to investigate critical thinking disposition, professional commitment, and the relationship between these 2 variables among nurses. Methods As a result of stratified random sampling, 201 nurses were enrolled in the present cross-sectional study. Data were gathered using a socio-demographic form, the Critical Thinking Disposition Inventory (CTDI), and the Nurses’ Professional Commitment Scale (NPCS). Results Although the critical thinking disposition scores were at a moderate level (115.70 ± 13.55), the mean score for professional commitment was high (91.37 ± 11.77). A positive correlation was found between critical thinking disposition and professional commitment (r = 0.67, P = 0.001). Conclusions Nursing managers are urged to employ strategies to enhance nurses’ critical thinking disposition and professional commitment.

Impact of Team-Based Learning on the Development of Critical Thinking Disposition in Entry-Level Master's Nursing Students.

Team-based learning (TBL) is an evidence-based teaching-learning strategy increasingly used in nursing education to improve student learning outcomes. Few studies have focused on its effects on the critical thinking disposition of second-degree nursing students enrolled in accelerated, entry-level master's programs. The purpose of this study was to evaluate the impact of TBL on the critical thinking disposition of entry-level master's nursing students. Critical thinking disposition scores did not significantly improve, but students' confidence in reasoning skills and intellectual curiosity were strengthened, suggesting that TBL is an instructional strategy worth pursuing in entry-level master's nursing programs.

The Investigation of critical thinking disposition among Chinese primary and middle school students

PurposeCritical thinking has become the essential competency for students in the 21st century. the purpose of this study is to understand the present situation critical thinking disposition among Chinese primary and middle school students. Methodthe study surveys of 18,737 students from the fourth grade of primary school to the twelfth grade of senior high school in 13 provinces in China using a self-designed questionnaire, and interviews 25 primary and middle school students in depth. ResultThe results show that: (a) The average critical thinking disposition score of Chinese primary and middle school students is 7.33 point, indicating room for improvement. (b) The development of the subordinate dimensions of critical thinking disposition of Chinese primary and middle school students is unbalanced, students perform better in open-mindedness and curiosity, but struggle with truth-seeking spirit and independent thinking. (c) In terms of the change of academic stage, the critical thinking disposition of students is generally improving, but the relationship between critical thinking and grade level is not linear, and there is a reverse phenomenon in the dimensions of curiosity and independent thinking. (d) middle school students do not meet the standards and requirements of critical thinking spirit set by the curriculum standards, and they are generally dissatisfied with their critical thinking disposition; (e) Students from cities perform better than those from rural areas in self-examination, open-mindedness, inquisitiveness and evidence-based reasoning.

The Effects of Argumentation-Based Teaching Approach on Students’ Critical Thinking Disposition and Argumentation Skills: “Population in Our Country Unit”

As there are limited studies examining relationships between argumentation-based teaching approach and critical thinking and argumentation skills in social studies, the aim of this study was to examine the effects of argumentation-based teaching approach on students' critical thinking disposition and argumentation skills, and the relationship between students’ argumentation skills and critical thinking disposition. We used a quasi-experimental design with pretest-posttest equivalent control groups. The participants of this study were 94 seventh grade students from three different classrooms in a middle school in Erzurum district of Turkey. We utilized University of Florida Engagement, Maturity and Innovativeness Critical Thinking Disposition Instrument (UF/EMICTDI) to identify students’ critical thinking disposition and argumentation activities to document students’ argumentation skills. We used one-way ANOVA and multiple comparisons Tukey tests to analyze the data obtained via the UF/EMICTDI, correlation and regression analysis to investigate the relationships between students’ argumentation skills and critical thinking disposition. Argumentation Evaluation Rubric was used in order to evaluate the arguments that the students formed. Results showed that there was no statistically significant difference between students’ pre-test critical thinking disposition scores in the experimental and control groups but there was a statistically significant difference between students’ post-test critical thinking disposition scores. Additionally, we observed that students’ argumentation skills enhanced throughout the study, there was a statistically significant positive relationship between students’ argumentation skills and critical thinking disposition, and argumentation skills variable was the predictor of critical thinking disposition. We recommend future research studies to examine the effects of the argumentation-based science learning approach on different higher-order thinking skills. Additionally, in social studies classes, similar activities employed in this study on “Population in Our Country” unit can be used in teaching different topics/units in order to improve students’ argumentation skills.

Does writing patient care daily effects on critical thinking? A pilot study with 1st year nursing students

Writing is a powerful way of learning. Writing may provide students with opportunities to think by discussion and use higher-level thinking skills to answer complicated problems. The purpose of this study is to understand whether keeping written patient care logs has an effect on improving the critical thinking skills of nursing students. This study used a quasi-experimental, pretest-posttest design. The sample of the study consisted of 69 students who were registered for the course Fundamentals of Nursing, agreed to participate in the study and filled out the California Critical Thinking Disposition Inventory (CCTDI) completely. The study was conducted with students who were participating in clinical practice of the 1st-year course Fundamentals of Nursing in the spring semester of the academic year of 2016-2017. The pretest was carried out on the first day of clinical practice by applying a questionnaire form and the CCTDI with the students. Throughout the clinical practice, the students kept written logs at the end of each day of practice. The posttest was carried out on the last day of clinical practice by applying the CCTDI with the students. Wilcoxon signed-rank test was used to compare the results of the pretest and the posttest. The mean pretest critical thinking disposition score of the students was found as 214.71 ± 20.17, while their mean score in the posttest was found as 219.13 ± 23.96. The difference between the mean pretest and posttest critical thinking disposition scores was statistically significant. As a result of this study, it was found that the mean critical thinking scores of the students were not on a desired level but keeping written patient care logs affected the improvement of their critical thinking skills positively.

Effect of Reflective Training Program on Nurse Interns' Critical Thinking Disposition and Communication Competency

Rapid changes in nursing practice emphasis on nurses’ autonomy in the delivery of health care services and give them more responsibility in determining the outcome of their nursing interventions. These skills are the most essential nursing tools in healthcare delivery. So the present study aimed to determine the effect of reflective training program on nurse interns' critical thinking disposition and communication competency. This study was conducted at Zagazig University hospitals, Sharkia Governorate, Egypt. For this research a quasi-experimental design was utilized. Simple random sample of 80 nurse interns who receive their training at the above mentioned setting. Data were collected using three tools; reflective practice questionnaire, critical thinking disposition scale and interpersonal communication competency scale. Results illustrated that there was a significant betterment in nurse interns' reflective practice score after application of the program (p < 0.01). Also, there was statistically insignificant enhancement in critical thinking disposition score, where P- value < 0.01. Additionally, there was a statistically significant betterment in total score of communication competence after the program application (p < 0.01). Conclusion: Critical reflection had significant correlation with betterments of both critical thinking disposition and communication competence among nurse interns. Consequently it was recommended that faculty should encourage nursing educators to use reflection as a teaching method to develop students' critical thinking disposition and communication competence.

Critical Thinking and Problem-Solving Skills of Visually Impaired Female National Judo Team Athletes

A high level of critical thinking and problem-solving skills in visually impaired female national judo team athletes is an important factor in increasing their performance and for their high performance. The aim of this study was to examine critical thinking and problem-solving skills of visually impaired female national judo team athletes. The sample of the study was composed of visually impaired female athletes (n=15) in 2015 national team. A Personal Information Form, the California Critical Thinking Disposition Inventory and the Problem Solving Inventory were used as data collection tools. The data obtained in this study were analyzed using SPSS 17 software. Evaluation of the data analysis revealed that there was no statistically significant difference among groups in total Problem Solving Inventory and Critical Thinking Disposition Inventory scores in terms of age group or age of starting judo (p&gt;0.05). There was no statistically significant relationship between total problem-solving and total critical thinking disposition scores of athletes (p&gt;0.05). As a result, judo coaches are thought to play an important role in the development of strategies for increasing athletes’ problem-solving and critical thinking skills and in the development of their sporting performance, particularly in the development of high performance.

Critical thinking trends of nurses: An example of a training and research hospital

ABSTRACT Introduction: The modern nursing understanding requires ability to easily adapt to the improvements and innovations in nursing, to search and question the knowledge, to be able to address problems and also critical thinking. Critical thinkingis a process which includes research, intuition, logicandexperiencewithuniversalvaluesandpotentiallyaffectpatientcare. Aim:Theaim of thisstudywastoidentifythe Critical ThinkingDisposition of Nurses in a research and training hospital and the factors that affect their disposition and to guide regulatory studies and improvements. Methods:This descriptive and analytical study included 106 nurses who were actively working in June 2014 and volunteered to participate. Data were colllected by 'Descriptive Characteristics Questionnaire' and 'California Critical Thinking Disposition Inventory (CCTDI)Â’and analysed by Independent-Samples T Test and Oneway (ANOVA). Results:The mean age of nurses was 29.39 years. 42.5% of nurses had under graduate degree, 24.5% worked in cardio vascular surgery intensive care unit, 23.9% attended in-service training at least once outside this hospital and 28.3% attended in-service training at least once in this hospital. The mean critical thinking scores was found to be 218,188. Conclusion:The critical thinking disposition scores of emergency room nurses was higher than the others. Literature follow-up and scientific studies were found to affect the critical thinking dispositions positively.

The Effects of Reflective Training on the Disposition of Critical Thinking for Nursing Students in China: A Controlled Trial

The aim of this study was to evaluate the effects of reflective trainings for nursing students on their critical thinking disposition. A total of 157 senior undergraduate nursing students sampled from Hainan Medical University in China participated in this study in 2014. They were randomly divided into experimental and control groups. The experimental group students were provided the reflective training during their entire 12-month clinical internship, whereas students in the control group were requested to keep their reflective diaries but without a formal training. Before and after the intervention, nursing students' critical thinking disposition was rated using the Chinese version of Critical Thinking Disposition Inventory (CTDI-CV). Before the start of the intervention, the critical thinking disposition scores of the two groups had no significant differences. At the end of the intervention, it was found that the experimental students performed better in each subscale of CTDI-CV. These include the search for truth, open mind, analytical ability, systematic ability, critical thinking, self-confidence, curiosity, and cognitive maturity. By summing the scores of all categories, the results showed that the experimental group had a significantly higher total score than that of the control group (p≤.044). Evaluating the score difference in each function indicated that there was a range of improvements on the critical thinking disposition because of the reflective training intervention. Reflective training during the internship period improves nursing students' disposition of critical thinking and promotes their readiness for their clinical practices in the rapidly increasing demands of the healthcare field.

Critical Thinking Disposition among Nurses Working in Puplic Hospitals at Port-Said Governorate

AimThis study aimed to investigate critical thinking disposition among nurses working in Public Hospitals in Port-Said Governorate. MethodsA descriptive research design was conducted in this study. Totally 196 respondents were chosen by systemic random sampling, to take part in the study as the sample. Data was collected from April to September in 2015. Tools of data collection: A personal and job characteristics data sheet and California Critical Thinking Disposition Inventory(CCTDI) were used. ResultsThe results revealed that the total critical thinking disposition score mean was 257.05 ± 20.16 and the highest score mean was 48.67 ± 6.28 for inquisitiveness subscale, while the lowest score mean was 21.36 ± 7.19 for the truth-seeking subscale. Also, none of the personal & job characteristics showed statistically significant relations with the total critical thinking disposition. ConclusionMore than three quarters of the nurses had an ambivalent disposition toward critical thinking, and most nurses' scores indicated a negative tendency towards truth-seeking. So the findings pointed for upgrading nurses' critical thinking through educational programs and a need for more problem-based learning with advanced teaching strategies in clinical areas.

The Relationship between Prospective Teachers' Media and Television Literacy and Critical Thinking Dispositions

Problem Statement: Teachers play a significant role in shaping students on media literacy and critical thinking. Hence, prospective teachers are required to gain knowledge about media literacy and critical thinking during pre-service training. Provided that prospective teachers who will shape the next generation possess such skills as accessing to knowledge, examining knowledge with a critical perspective and discerning what is good and what is bad, they will be able to guide students to acquire these skills. On this subject, the present study investigated a small number of studies that examine the relationship between media literacy and critical thinking. Purpose of the Study: The aim of the present study is to analyze the relationship between prospective teachers’ media and television literacy levels and their critical thinking dispositions. Method: The research used relational screening models. The sample of the research consisted of 166 prospective teachers studying teacher training course at one of Turkey’s state universities. The study’s research analysis utilized descriptive statistics, MANOVA and Pearson product-moment correlation. Findings and Results: The current study found that critical thinking dispositions as well as their media and television literacy differ significantly depending on their gender and major. A medium level positive relationship was revealed between prospective teachers’ general critical thinking disposition scores and the media and television literacy scale literacy subdimension, while there is a low level positive relationship exists between critical thinking and the addiction sub-dimension. Recommendations: Based on the study’s findings, the following recommendations are provided: given prospective teachers’ low critical thinking disposition scores, it is important that higher education curricula be designed for the development of critical thinking skills; moreover, various measures should be taken that aim to provide the appropriate equipment and psychological environment to develop these skills. The present study determined that there is a medium level positive relationship between prospective teachers’ general critical thinking disposition scores and the media and television literacy scale literacy sub-dimension; this relationship between media literacy and critical thinking can be further investigated through different sample groups and different measurement tools. Keywords: Prospective teachers, thinking, critical thinking, media and television literacy

Comparison of critical thinking dispositions of prospective teachers

The purpose of this study is to compare the critical thinking dispositions of prospective teachers. In the study, survey model, which is a descriptive research method, was used. The sample of the research consisted of 1123 students studying at the Department of Physical Education and Sports Teacher at the Schools of Physical Education and Sports and Departments of Turkish, Mathematics, Science, Classroom Teaching and Psychological Counseling and Guidance at the Faculties of Education of Kocaeli and Sakarya Universities. As a data collection tool, the shortened Turkish version of “California Critical Thinking Disposition Inventory”, developed by Facione, Facione and Giancarlo and adapted to Turkish by Kokdemir was used. In data analysis, as well as descriptive statistical techniques, ANOVA was used for independent samples in order to determine whether critical thinking dispositions differed by individual and combined effects of gender, grade level and Transition to Higher Education Examination (THEE) fields. The Scheffe test was used in order to determine the source of the difference between the groups, and Cohen’s f was used as the effect size of the difference. According to the result of the study, critical thinking disposition scores of prospective teachers are in medium level. While there is a significant difference between the critical thinking disposition scores according to gender and THEE fields, there is no significant difference according to grade level. Gender-THEE field and grade level-THEE field mutual interactions have a slight significant effect on the critical thinking disposition scores, whereas mutual interaction of gender and grade level has no significant effect. Key words: Prospective teachers, critical thinking, THEE fields.

간호학생의 기본간호학실습 교과목에서 S-PBL의 효과 : 비판적 사고성향을 중심으로 최소자승법과 분위회귀분석의 비교분석

The purpose of this study was to examine the effects of Simulation as a Problem-Based Learning (S-PBL) on critical thinking disposition, self-efficacy, and learning attitude and to compare an ordinary least square and a quantile regression method in impacting factors on critical thinking disposition. 143 students from six classes were randomly selected from a total of ten fundamental classes were assigned 66 in the control group and 77 in the experimental group. The results were that the experimental group received S-PBL and improved their critical thinking disposition and self-efficacy compared to the traditional learning method. In ordinary least square, affecting factors on critical thinking were the learning method and self-efficacy and these variables explained 41.0% in the critical thinking disposition. The results of the quantile regression method showed that affecting factors of critical thinking disposition were learning attitude of 0.1 quantile to 0.7 quantile and self-efficacy of all quantiles, and learning attitude of 0.4, 0.6, and 0.7 quantiles. Conclusion: The S-PBL is an effective method for nursing students who have low critical thinking disposition score to increase critical thinking disposition. And instructors can actively use S-PBL to enhance critical thinking disposition as well as self-efficacy in class.

An evaluation of advanced simulation in nursing: A mixed-method study

This study aimed to evaluate the development of critical thinking disposition and skills of nursing students and to identify their issues and experience with the application of advanced simulation for experiential learning. The study was conducted with a mixed-method design. Quantitative and qualitative data were respectively collected through pre-post questionnaires and focus group interviews over two semesters from a class of 132 undergraduate pre-registration nursing students in Hong Kong, who practised clinical skills with human patient simulator (HPS) during two adult nursing care courses. Although there were significantly increased analyticity, confidence and overall critical thinking disposition scores, inquisitiveness decreased after the study period. From the qualitative results, advanced simulation with HPS was overall recognized to be interesting, useful, welcomed and preferred by students in this study. While the result of overall critical thinking disposition score of students in this study showed a significantly increase (p = 0.000) after two semesters, outcomes might improve with higher frequencies of the advanced simulation exercises and measures taken to consider cultural background of the students in such teaching and learning process. With the quantitative results and overall positive feedback from students, advanced simulation is reasonably considered for inclusion as a value-added adjunct to clinical learning.

Exploring the Utility of Measures of Critical Thinking Dispositions and Professional Behavior Development in an Audiology Education Program

Discussions about professional behaviors are growing increasingly prevalent across health professions, especially as a central component to education programs. A strong critical thinking disposition, paired with critical consciousness, may provide future health professionals with a foundation for solving challenging practice problems through the application of sound technical skill and scientific knowledge without sacrificing sensitive, empathic, client-centered practice. In this article, we describe an approach to monitoring student development of critical thinking dispositions and key professional behaviors as a way to inform faculty members' and clinical supervisors' support of students and ongoing curriculum development. We designed this exploratory study to describe the trajectory of change for a cohort of audiology students' critical thinking dispositions (measured by the California Critical Thinking Disposition Inventory: [CCTDI]) and professional behaviors (using the Comprehensive Professional Behaviors Development Log-Audiology [CPBDL-A]) in an audiology program. Implications for the CCTDI and CPBDL-A in audiology entry-to-practice curricula and professional development will be discussed. This exploratory study involved a cohort of audiology students, studied over a two-year period, using a one-group repeated measures design. Eighteen audiology students (two male and 16 female), began the study. At the third and final data collection point, 15 students completed the CCTDI, and nine students completed the CPBDL-A. The CCTDI and CPBDL-A were each completed at three time points: at the beginning, at the middle, and near the end of the audiology education program. Data are presented descriptively in box plots to examine the trends of development for each critical thinking disposition dimension and each key professional behavior as well as for an overall critical thinking disposition score. For the CCTDI, there was a general downward trend from time point 1 to time point 2 and a general upward trend from time point 2 to time point 3. Students demonstrated upward trends from the initial to final time point for their self-assessed development of professional behaviors as indicated on the CPBDL-A. The CCTDI and CPBDL-A can be used by audiology education programs as mechanisms for inspiring, fostering, and monitoring the development of critical thinking dispositions and key professional behaviors in students. Feedback and mentoring about dispositions and behaviors in conjunction with completion of these measures is recommended for inspiring and fostering these key professional attributes.

Nursing students' critical thinking disposition according to academic level and satisfaction with nursing

The development of critical thinking dispositions has become an important issue in nursing education in Korea. Nursing colleges in Korea have developed teaching strategies and curricula that focus on developing critical thinking dispositions. It is an imperative step that evaluates the changing pattern and development of students' critical thinking dispositions. This study identified critical thinking dispositions of Korean nursing students according to academic level and satisfaction with nursing. A cross-sectional questionnaire survey was conducted among 1074 students in four colleges who completed the self-reported Critical Thinking Disposition Scale. Descriptive and univariate general linear model analyses were performed. The critical thinking disposition score increased according to academic level until junior year, after which it decreased in the senior year. Nursing students who were satisfied with nursing reported higher levels of critical thinking than those who were not satisfied or who responded neutrally. The critical thinking scores of nursing students not satisfied with nursing dropped greatly in the senior year. These results suggest the importance of targeting the development of curriculum and teaching methods for seniors and students who have a lower level of satisfaction with nursing to increase their critical thinking dispositions.

1015 The Critical Thinking Dispositions and Effecting Factors of the Nurses Working at Pediatric Units

Objective: This study is carried out in order to determine the critical thinking dispositions of the nurses working at the pediatric units and to determine the factors effecting these levels. Method: The sample of this research is built up by the 36 nurses working for pediatric units in a State Hospital in Sakarya / Turkey (2010). Data were collected using a personel information form and California Critical Thinking Disposition Inventory (CCTDI). In the analysis of the data mean, percentage, Mann Whitney U Test and Kruskal wallis Test were used. Results: It is determined that 38.9% of the respondent nurses was from neonatal intensive care unit, 36.1% was from general pediatric units, 47.2% was worked 1-5 years in pediatric unit. The average critical thinking disposition score of the participants was found 253.03 ± 19.86. When the subscale scores were evaluated, the nurses were received the highest mean scores from the analyticity subscale (48.33 ± 4.99) and the lowest score from the self-confidence sub-scale (37.89 ± 7.13). Statistical no significant difference was determined among nurses' critical thinking disposition scores according to their working experiences, their working units (p>0.05). However there was a statistical meaningful difference between the total score critical thinking dispositions of the nurses participate to service training activities (p = 0.019). Conclusion: It was assigned critical thinking disposition scores of the nurses working at pediatric units are medium. However, participating in service training activities was determined to affect the critical thinking in a positive way.

Critical thinking skills in nursing students: comparison of simulation‐based performance with metrics

This paper is a report of an examination of the relationship between metrics of critical thinking skills and performance in simulated clinical scenarios. Paper and pencil assessments are commonly used to assess critical thinking but may not reflect simulated performance. In 2007, a convenience sample of 36 nursing students participated in measurement of critical thinking skills and simulation-based performance using videotaped vignettes, high-fidelity human simulation, the California Critical Thinking Disposition Inventory and California Critical Thinking Skills Test. Simulation-based performance was rated as 'meeting' or 'not meeting' overall expectations. Test scores were categorized as strong, average, or weak. Most (75.0%) students did not meet overall performance expectations using videotaped vignettes or high-fidelity human simulation; most difficulty related to problem recognition and reporting findings to the physician. There was no difference between overall performance based on method of assessment (P = 0.277). More students met subcategory expectations for initiating nursing interventions (P ≤ 0.001) using high-fidelity human simulation. The relationship between videotaped vignette performance and critical thinking disposition or skills scores was not statistically significant, except for problem recognition and overall critical thinking skills scores (Cramer's V = 0.444, P = 0.029). There was a statistically significant relationship between overall high-fidelity human simulation performance and overall critical thinking disposition scores (Cramer's V = 0.413, P = 0.047). Students' performance reflected difficulty meeting expectations in simulated clinical scenarios. High-fidelity human simulation performance appeared to approximate scores on metrics of critical thinking best. Further research is needed to determine if simulation-based performance correlates with critical thinking skills in the clinical setting.

Critical Thinking Competence and Disposition of Clinical Nurses in a Medical Center

Critical thinking is essential in nursing practice. Promoting critical thinking competence in clinical nurses is an important way to improve problem solving and decision-making competence to further improve the quality of patient care. However, using an adequate tool to test nurses' critical thinking competence and disposition may provide the reference criteria for clinical nurse characterization, training planning, and resource allocation for human resource management. The purpose of this study was to measure the critical thinking competence and critical thinking disposition of clinical nurses as well as to explore the related factors of critical thinking competence. Clinical nurses from four different clinical ladders selected from one medical center were stratified randomly. All qualified subjects who submitted valid questionnaires were included in the study. A Taiwan version of the modified Watson-Glaser Critical Thinking Appraisal and Critical Thinking Disposition Inventory was developed to measure the critical thinking competence and critical thinking disposition of clinical nurses. Validity was evaluated using the professional content test (content validity index = .93). Reliability was assessed with a Cronbach's alpha coefficient of .85. Data were analyzed using the SPSS for Windows (Version 12.0; SPSS Inc., Chicago, IL). Results showed that competence of interpretation was the highest critical thinking competence factor. Inference was the lowest, and reflective thinking as a critical thinking disposition was more positive. In addition, age, years of nursing experience, and experiences in other hospitals significantly influenced critical thinking competence (p < .05). Factors of age, years of experience, and nurses clinical ladder were shown to affect critical thinking disposition scores. Clinical ladder N4 nurses had the highest scores in both competence and disposition. A significant relationship was found between critical thinking competence and disposition scores, with 29.3% of the variance in critical thinking competence potentially explained by total years of nurse hospital experience. Clinical ladder and age were predictive factors for critical thinking disposition. Commonality was 27.9%. Nursing experience and clinical ladders positively affect critical thinking competence and disposition. Issues of critical thinking competence increasingly need to be measured. Therefore, appropriate tools for nursing professions should be further developed and explored for specific areas of practice.