Thinking Disposition Research Articles

Investigation of the Factors Affecting Teachers’ Attitudes towards E-Portfolio Using Data Mining Methods

This current study aims to determine the factors affecting teachers' attitudes towards e-portfolios by using data mining methods such as the Classification and Regression Tree (CART) algorithm and Random Forest (RF) algorithm. The study group consists of 449 participants willing to participate on a volunteer basis. In the study, the data were collected using the "Scale of Attitude towards E-Portfolio", the "Reflective Thinking Tendency Scale", and the "Scale of Attitude towards Technology". The survey research design, one of the quantitative research approaches, was used in the study. The collected data were analyzed by using the CART and RF analysis methods, two of the data mining methods. It was concluded with the CART method that the variable with the highest predictor importance in predicting the level of (low-high) attitude towards electronic portfolio is the variable of attitude towards technology, while the variable of how teachers see themselves in using technology is with the lowest predictor importance. It was concluded that with the RF model the variable with the highest predictor importance in predicting the level of attitude (low-high) towards electronic portfolio is the variable of attitude towards technology, followed by the variable of reflective thinking tendency, while the variable with the lowest predictor importance is the variable of the type of the graduated university (state-foundation). The results show that the RF method better determines the predictor variables.

Critical thinking disposition and learning approach as predictors of mathematics performance

In the Philippines, improving pre-service math teachers’ critical thinking is receiving increasing attention, emphasizing the importance of tailoring instructional methods to students’ learning approaches for a more equitable environment and enhanced mathematics performance. Thus, this study aimed to determine if the critical thinking disposition subscales (reflective, attentiveness, open-mindedness, organization, perseverance, and intrinsic motivation) and learning approach (deep approach and surface approach) predict the mathematics performance of pre-service math teachers. This study employed a descriptive-correlational research design to randomly selected 125 pre-service math teachers from Central Luzon, Philippines. The survey instruments are administered through the student-educator negotiated CTDs scale, the revised two-factor study process questionnaire, and the 40- item validated test. Using descriptive analysis, findings revealed that preservice mathematics teachers have moderate levels of CTD, most of which use a deep approach and have average mathematics performance. Regression analysis showed that CTD and the deep approach were predictors. Therefore, pre-service mathematics teachers with a higher CTD and a deep approach are likelier to perform better in mathematics. These findings provide valuable insights into enhancing mathematics teacher education.

Effects of job satisfaction and work experience on critical thinking and mindfulness of physiotherapists: a cross sectional study

Effects of job satisfaction and work experience on critical thinking and mindfulness of physiotherapists: a cross sectional study Abstract Objective: The aim was to investigate the effects of job satisfaction and work experience on the critical thinking and mindfulness of physiotherapists. Material and Methods: One hundred and thirty physiotherapists (age: 29.00 (5.00) years) were included. Participants' job satisfaction with the Job Satisfaction Scale, professional experience with self-reports, critical thinking with the Marmara Critical Thinking Disposition Scale, and mindfulness with the Five-Facet Mindfulness Questionnaire (Short Form) were questioned via online platform. Results: The median active working duration of the participants was 5.00 (1,00-29,00) years. Correlations were found between job satisfaction and reaching judgment (p=0.02), open-mindedness subdimensions (p=0.05) and the total score of critical thinking dimension (p=0.04), and non-reactivity (p=0.03) and observing subdimensions (p=0.03) of mindfulness dimension. Work experience dimension correlated with acting with awareness (p=0.01) and observing (p=0.04) subdimensions of mindfulness. A weak positive relationship was found between job satisfaction, work experience parameters, critical thinking, and mindfulness levels. Conclusion: Higher levels of critical thinking and mindfulness may lead to higher job satisfaction among physiotherapists. This may be important for the accuracy and quality of the service provided. Keywords: Decision-making, healthcare, awareness, experience, job satisfaction.

시나리오기반 시뮬레이션실습 교육의 효과와 경험에 대한 연구

Objectives The purposes of this study were to investigated the effectiveness of scenario-based simulation prac-tice education for nursing students. Methods Data were collected through a questionnaire from 169 senior nursing students enrolled at a university in J city between April 15 and June 30, 2024. Quantitative data were gathered from these students, and qualitative data were collected through focus group interviews with 15 students who consented to participate. The quantita-tive data collection was conducted in two phases, pre- and post-surveys, using self-report questionnaires to as-sess problem-solving skills, critical thinking disposition, self-directed learning ability, communication skills, and grit. The data were then analyzed using descriptive statistics and paired t-tests. Qualitative data collection was conducted after the course grades were fully disclosed, as they could influence the research outcomes. Focus group interviews were held with three groups, each consisting of five students, and each interview lasted between 1.5 to 2 hours. The interview questions were provided in advance to allow participants time to reflect. During the qualitative data collection, four researchers took on roles as a moderator, two recorders, and one observer. All in-terviews were recorded and documented. Results In this study, quantitative research results showed that after scenario-based simulation practice educa-tion, nursing students' problem-solving abilities (t=-8.02, p=<.001), critical thinking disposition (t=-6.86, p=<.001), self-directed learning abilities (t=-6.10, p=<.001), communication skills (t=-3.62, p=<.001), and grit (t=-7.26, p=<.001) significantly improved. The qualitative research results, obtained through focus group inter-views, revealed three themes: the coexistence of positive and negative feelings towards the new educational method, the expansion and growth of knowledge through new educational experiences, and self-reflection through role experiences. Conclusions Through scenario-based simulation practice education, students had diverse experiences and showed improvements in cognitive aspects such as problem-solving abilities, critical thinking disposition, and communication skills. It was also confirmed that the integration of theory and practice and clinical performance abilities were enhanced. This study suggests that there is a continuous need for research comparing scenar-io-based simulation practice education with other teaching methods, involving comparison and control groups.

Practical exploration of BOPPPS model combined with situational teaching method in clinical training of intensive medicine: novel pedagogy and perception.

To explore the application value of bridge-in, learning objective, pre-assessment, participatory learning, post-assessment, and summary (BOPPPS) model combined with situational teaching method in the clinical teaching of intensive care unit (ICU), and to provide experience for the reform of ICU clinical teaching and standardized training of intensive medicine. A randomized trial was conducted using a multi-center, prospective cohort study. A total of 293 residential physicians in ICU of Fujian Medical University Union Hospital, the Affiliated Hospital of Putian University and the First Affiliated Hospital of Gannan Medical University from January 2021 to December 2023 were selected as subjects, and the residential physicians in ICU in each medical center were divided into control group and experimental group using random number table method. The control group adopted bedside teaching and demonstration teaching method, and the experimental group adopted BOPPPS model combined with situational teaching method. Clinical teaching performance was evaluated by ICU admission examination, and study process questionnaire (SPQ) and the critical thinking disposition inventory-Chinese version (CTDI-CV) was used to evaluate the learning motivation and critical thinking ability of the two groups. At the same time, the effect evaluation and satisfaction questionnaire of ICU training (EESQ) was used to evaluate the teaching satisfaction. The scores of the experimental group in ICU theoretical knowledge, clinical thinking and skills, and the treatment of clinical critical cases were higher than those of the control group [(87.31 ± 13.15), (92.86 ± 12.35), (81.45 ± 11.28)] vs. [(83.94 ± 12.73), (88.37 ± 12.61), (78.83 ± 10.47)], the difference between the two groups was statistically significant (p < 0.05). The scores of surface motivation, deep motivation, achievement motivation and SPQ total scores of the experimental group were all higher than those in control group (p < 0.05), and the scores of seek truth, open mind, analytical ability, systematic ability, self-confidence of critical thinking and intellectual curiosity of the experimental group were also higher than those in the control group, and the CTDI total score was statistically significant (p < 0.05). In addition, the results of the questionnaire showed that the experimental group was better than the control group in terms of learning interest in ICU, improvement of humanistic care and doctor-patient communication ability, improvement of teamwork ability, improvement of job identity, ICU training harvest and satisfaction with teacher style (p < 0.05). The combination of BOPPPS model and situational teaching method is likely a more effective and helpful which may improve the clinical comprehensive ability and training quality of residential physicians, and it may be worth learning and promoting.

The Impact of Epistemological Beliefs and School Climate on the Sustainability of Critical Thinking Dispositions in Middle School Students

The objective of this study is to ascertain whether school climate and students’ epistemological beliefs serve as predictors of sustainable critical thinking dispositions in middle school students. This research is designed as a correlational study. A total of 585 students from four middle schools in Çanakkale, Turkey, participated in the research. To this end, the researchers administered the Critical Thinking Disposition Scale, the Middle School Students’ Epistemological Belief Scale, and the School Climate Survey, gradually collecting the raw data. Following the collection of the data, they were subjected to analysis using multiple linear regression. The results of the statistical analysis demonstrated that the students’ critical thinking dispositions were significantly predicted by both epistemological beliefs and school climate. In other words, belief in the omniscient power of authority and quick learning were found to have a negative correlation with critical thinking, whereas belief in simple knowledge was observed to have an inverse positive relationship. The dimension of the school climate, relating to positive student–teacher relations, appeared to constitute a prospective positive predictor, while authoritarian student–teacher relations and the lack of resources were identified as the main negative classroom environment factors. The study highlights the complex mutual influence of individual beliefs and the learning environment in the development of critical thinking dispositions.

The relationship between virtual simulation, critical thinking, and self-directed learning abilities of nursing students in Riyadh, Saudi Arabia.

The use of virtual simulation in nursing education is an effective approach for improving nursing critical thinking and self-learning abilities, but the previous studies were limited to providing the required evidence that supports the association. This study aimed to assess the relationship between virtual simulation and critical thinking disposition and self-directed learning abilities among nursing students. This is a descriptive correlational, non-experimental study. It was conducted among 201 third- and fourth-year nursing students at the Academic Institution, Saudi Arabia. A non-probability convenience sampling technique was used to select the participants; then, an online, adapted questionnaire was sent to the participants, the data from which was analyzed by SPSS. The study findings showed that virtual simulation benefited nursing students. Most participants (56%) agreed that it helped them to think critically, and approximately 27% strongly agreed. It also enhanced their self-directed learning abilities, and the majority of the students agreed that they often review the way nursing practice is conducted. Furthermore, the results showed a significant, positive relationship between virtual simulation and the critical thinking disposition of nursing students (p-value = 0.03; correlation coefficient = 0.65), a strong positive relationship with self-directed learning abilities of nursing students (p-value = 0.004; correlation coefficient = 0.78), and a strong positive relationship between critical thinking disposition with self-directed learning abilities of nursing students (p-value = 0.01; correlation coefficient = 0.72). There are significant relationships between virtual simulation and the critical thinking disposition and self-directed learning abilities of nursing students. Furthermore, virtual simulation made the students practice critical thinking and self-learning, so, they simulate events and try to seek out and solve the problems.

The effect of university students' self-efficacy on problem-solving disposition: The chained dual mediating role of metacognition disposition and critical thinking disposition

Developing problem solving in university students is a crucial topic in education today. Based on existing theories and research, this study proposed nine hypotheses as well as constructed a chained dual-mediation model to investigate the pathways through which college students' self-efficacy affects problem-solving disposition. The obtained influence path model fully considered the relationship between self-efficacy and problem-solving disposition, and investigated the mediating roles of metacognition disposition and critical thinking disposition between the two. The study used scales to collect data from 346 university students from East China, including their self-efficacy, metacognition disposition, critical thinking disposition, and problem-solving disposition. The study underwent a rigorous validation process, and the scales were confirmed to have satisfactory reliability, structural validity, convergent validity, and discriminant validity suitable for conducting structural equation modelling. The structural equation modelling supported eight of the proposed nine hypotheses and confirmed the chained dual mediating role of metacognition disposition and critical thinking disposition between self-efficacy and problem-solving disposition. The study concluded that these four variables are significantly and positively correlated and that university students' self-efficacy can have an effect on problem solving disposition through metacognition disposition and critical thinking disposition. Therefore, to better develop university students' problem-solving disposition, educators need to not only help them develop positive self-efficacy beliefs, but also promote the development of their metacognition disposition and critical thinking disposition.

Critical Thinking Disposition and Influencing Factors Among Sophomore Pediatric Medical Students.

The second year of undergraduate medical education is a critical phase transitioning from basic medical knowledge to specialized learning, requiring strong critical thinking abilities. Pediatric diseases, with their unique characteristics, demand active critical thinking from pediatricians. This study aims to investigate and analyze the critical thinking dispositions of second-year pediatric medical students, identify influencing factors, and propose recommendations for improving teaching methods. This cross-sectional study employed the Chinese version of the California Critical Thinking Disposition Inventory (CTDI-CV) and conducted an online survey among 240 second-year pediatric medical students at Chongqing Medical University, Chongqing, China. The study described the overall CTDI-CV scores and sub-dimension scores (mean ± standard deviation) and analyzed the distribution of critical thinking dispositions using t-tests and trend analysis. A total of 229 students (95.4%) completed the survey, with 58.95% being female. The overall mean critical thinking score was 287.96 ± 39.09, and 139 students (60.70%) exhibited positive or highly positive critical thinking dispositions. Rural students scored lower than non-rural students (t = -2.773, P = 0.0069), while only children scored higher than non-only children (t = 2.659, P = 0.0086). Higher high school academic ranking was associated with higher scores (H = 23.85, P < 0.001). Students whose parents had a bachelor's degree or higher scored significantly better (t = 2.373, P = 0.0188). Interest in pediatrics was linked to higher scores (H = 15.36, P = 0.0015). Positive correlations were found between analyticity, inquisitiveness, and self-confidence (r ≥ 0.75). Second-year pediatric medical students in China generally display strong critical thinking abilities. Factors such as family background, academic performance, parental education level, and interest in pediatrics significantly influence these abilities. Pediatric educators should account for these individual differences to better enhance critical thinking development in students and improve teaching strategies accordingly.

Relationship between hospital ethical climate, critical thinking disposition, and nursing task performance

BackgroundAs ethical conflicts increase in the ever-changing healthcare field, nursing task performance, which is the overall ability of a nurse’s professional knowledge, attitude, and skills, is important for patient health and safety, the provision of quality nursing care, and the appropriate resolution of nursing ethical problems. This study aimed to evaluate the mediating effect of critical thinking disposition on the relationship between hospital ethical climate and nursing task performance.MethodsA cross-sectional study was conducted. A total of a convenience sample of 200 clinical nurses from two Korean cities were recruited between November and December 2021. Direct questionnaires and online surveys were used to collect the data. The study variables were analyzed using descriptive statistics, correlations, and a model tested using the Hayes PROCESS macro (Model 4) mediation model.ResultsThe mean scores for hospital ethical climate, critical thinking disposition, and nursing task performance were 91.86 ± 11.29, 97.74 ± 10.70, and 138.58 ± 14.95, respectively. Hospital ethical climate and critical thinking disposition were positively correlated with nursing task performance. In the mediation test model, hospital ethical climate was found to be positively and significantly associated with nursing task performance (ß = 0.46, p < .001) with the mediation of critical thinking disposition (ß = 0.70, p < .001).ConclusionsHospital ethical climate and critical thinking disposition may be important determinants of task performance among clinical nurses. Hospital administrators should make efforts to create a more positive ethical climate in hospitals and conduct education and campaigns on a positive hospital ethical climate for hospital staff to improve nurses’ performance.

University students' cognitive flexibility and critical thinking dispositions.

The purpose of this study is to examine whether there are differences in critical thinking dispositions and cognitive flexibility among university students based on gender, grade level, and faculty. Additionally, the study will investigate the relationship between these two concepts and their predictive power. The study was conducted using a relational survey model and included 366 university students selected through maximum diversity sampling. The study involved university students from various faculties and grade levels. Data was collected through a personal information form, cognitive flexibility inventory, and critical thinking disposition scale. The data was analyzed using the SPSS 25 program. The results indicate that university students exhibit relatively high levels of cognitive flexibility and critical thinking tendencies. Above the medium level, there was a significant positive relationship between cognitive flexibility and critical thinking tendency. Cognitive flexibility was found to be a significant predictor of critical thinking dispositions, positively and significantly predicting critical thinking disposition and explaining 40% of it. Individuals with critical thinking tendencies exhibit cognitive flexibility, which is also associated with thinking critically. Therefore, cognitive flexibility and critical thinking are interrelated characteristics.

A Hierarchical Linear Models Approach to Explaining Reflective Thinking Skill Through Problem Solving

The purpose of this study is to identify the student and teacher level factors that explain the reflective thinking skills through problem solving of elementary school pupils. The research was conducted in public elementary schools in three Van districts: Pekyolu, Tuşba, and Edremit. The study's sample consists of 52 mathematics teachers and 1126 elementary school pupils. "Participant Information Form," "Reflective Thinking Ability Through Problem Solving Scale," and "Mathematics Problem Solving Attitude Scale" are data gathering tools for pupils. Teachers' data was gathered using the "Participant Information Form," the "Reflective Thinking Tendency Scale for Teachers and Preservice Teachers," and the "Scale for Learner Autonomy Support." According to the results, it is found that the 90 % of variance in dependent variable can be explained by student level variables. Teacher level variables could explain 10% of outcome variance. The gender of students, receiving private tuition, book reading frequency, time devoted to studying mathematics, and attitude through problem solving are significant factors that can predict the dependent variable. Moreover, students' reflective thinking ability can be significantly influenced by teacher-level factors, such as teachers' knowledge of problem-solving steps and their tendency for reflective thinking. The authors recommend education or seminars that develop teachers’ reflective thinking tendency and problem-solving courses be provided in mathematics teaching undergraduate programs. Students should be supported in gaining reading habit and activities that have positive impact on the students’ problem-solving attitude.

Construction and Psychometric Evaluation of the Critical Thinking Disposition Assessment Questionnaire Among Medical Undergraduate Students in West Bengal, India.

Introduction Assessing the critical thinking disposition of students with a valid tool in an Indian setting was a prerequisite to introducing critical thinking under the undergraduate medical curriculum, as it was shaped by society, culture, and language. The study planned to design and assess the psychometrics of the Critical Thinking Disposition Assessment Questionnaire (CTDAQ) in the Indian setting. Methods The study was conducted among undergraduate students at a medical college in West Bengal, India. A 30-item scale was initially designed through the review of relevant literature and discussion with experts. Through two rounds of the Delphi technique, a 20-item CTDAQ was formulated, and the content validity index (CVI) was calculated. The test-retest agreement was calculated after administering the tool twice among 25 students with a gap of three weeks using the weighted kappa coefficient. Then, principal component analysis was conducted to extract component structure with rotation. The internal consistency was measured using Cronbach's alpha. Results Item-wise and scale CVIs were more than 0.80 and 0.90, respectively. All items had a weighted kappa coefficient of ≥0.75. A three-component model was extracted from 20 items, with a minimum factor loading of 0.30. It explained 50.3% of the total variance. Cronbach's alpha of the scale, the conversance and systematicity component with seven items, the analyticity and flexibility component with nine items, and the maturity component with four items were 0.783, 0.789, 0.825, and 0.797, respectively. Conclusions The 20-item CTDAQ is psychometrically a valid, stable, and internally consistent scale to assess critical thinking disposition in the Indian context.

Transdisciplinary approach as a resource for the development of critical thinking in higher mathematical education

Introduction. In a modern digital and globalized society, the higher education system is faced with the task of developing critical thinking skills in graduates that allow them to solve complex problems through the integration of knowledge from various disciplines at a new transdisciplinary level of knowledge. Such integration seems possible based on the use of modeling methodology, methods of computational and discrete mathematics, and mathematical cybernetics, which form the foundation of the language of information technology and processes. The purpose of the study is to identify the role of the transdisciplinary approach in the development of students’ critical thinking through mathematics. Materials and methods. 76 students of the Vyatka State University majoring in 06.03.01 Biology took part in the study, covering 2022–2023. The main methods for measuring critical thinking, presented by the UF/EMI Critical Thinking Disposition Instrument and The Critical Thinking Barriers Scale (CTBS), were supplemented with diagnostic tools from specially designed tasks, taking into account specifics of teaching mathematics to future biotechnologists. Statistical analysis of the obtained results was performed using the Mann-Whitney U test. Results. A number of methodological conditions have been formulated to ensure the development of students' critical thinking in the process of teaching mathematics, which corresponds to the priority goals of modern higher education. The expediency of using contextual mathematical problems containing a real data set, the method of mathematical modeling, the inclusion of modern mathematical theories and their applications in the teaching content, a joint form of work in the classroom and work with scientific articles is substantiated. A quantitative analysis of the results confirmed the significance of the differences (Uemp = 65 &lt; Ucr = 66; р &lt; 0,01), which indicates the effectiveness of the intervention based on the proposed methodological conditions. Conclusion. The practical significance of the study is determined by the possibilities of using its results in improving the critical thinking skills of students in the process of teaching mathematics.

The impact of cognitive flexibility on prospective EFL teachers' critical thinking disposition: the mediating role of self-efficacy.

Critical thinking as one of the key skills for success in the 21st-century has been considered by many scholars in teacher education. This study tries to examine the interaction of critical thinking disposition with two other key characteristics of successful teachers: cognitive flexibility and self-efficacy. To this end, a sample of pre-service English as a Foreign Language (EFL) teachers was selected for this study. Based on the findings, a positive and strong relationship between cognitive flexibility and critical thinking disposition, and a positive and robust correlation between self-efficacy and critical thinking disposition were observed. Hence, it can be suggested that teacher-educationists can use this link for designing teacher-training courses with tailored tasks for both in and pre-service teachers. The main contribution of the findings might be beneficial for homogenizing teacher-training courses around the globe with the 21st-century trends. In addition, this line of research can be followed by empirical studies for checking the effectiveness of tailored tasks for provoking teachers' critical thinking dispositions, cognitive flexibility, and self-efficacy in teaching activities.

Exploring the link of personality traits and tutors’ instruction on critical thinking disposition: a cross-sectional study among Chinese medical graduate students

ObjectivesThis study aimed to investigate the associations between critical thinking (CT) disposition and personal characteristics and tutors’ guidance among medical graduate students, which may provide a theoretical basis for cultivating...

플립드 러닝을 활용한 사례기반학습이 간호대학생의 비판적 사고성향 및 문제해결과정에 미치는 효과

The purpose of this study was to investigate the effects of case-based learning using flipped learning on nursing students’ critical thinking disposition and problem solving process. A one group pre-post design was applied to 39 students out of the third year nursing students taking an adult nursing class in G city from August 13, 2023 to September 29, 2023. The pre and post survey was conducted online through a self-report questionnaire. In this study, case based learning using flipped learning for the subjects consisted of 3 sessions, 2 hours per session, a total of 6 hours. As a result of this study, compared with before the program, the areas of problem discovery, implementing problem solutions, and reviewing problem solutions among the sub areas of the problem solving process were significantly improved and critical thinking disposition was improved in the areas of systematicity and intellectual passion/curiousity among the sub areas of critical thinking disposition after completion of the case based learning using flipped learning. In conclusion, this study indicated that case based learning using flipped learning was effective in nursing students' problem solving process, and suggested that it was necessary to develop and apply various case based learning using flipped learning to improve the quality of nursing education. Therefore, based on the results of this study, it is suggested to conduct a design study before and after the unequal control group that can verify the application effect of case based learning using flipped learning.

Exploring the impact of collaborative learning on the development of critical thinking and clinical decision-making skills in nursing students: A quantitative descriptive design

This study aims to introduce collaborative learning as a method in the Mental Health and Diseases Nursing course for actively enrolled fourth-year nursing students. The objective is to assess the impact of collaborative learning on critical thinking and clinical decision-making among nursing students. Collaborative learning involves the use of small groups to help students identify effective ways of working together to enhance their learning outcomes. A quantitative research methodology was employed in this study. To evaluate the effectiveness of the collaborative learning program, a within-subject repeated-measures design was implemented. This study was conducted in the nursing department of a university in Turkey. The study included 96 female students (92.3 %) and 8 male students (7.7 %). Data collection involved the sociodemographic data form, the California Critical Thinking Disposition Inventory (CCTDI), and the Clinical Decision-Making in Nursing Scale (CDMNS). The students' pre-program CDMNS median score was 146.00 (117.00–177.00), and the post-program CDMNS median score was 147.50 (115.00–175.00). While there was an increase in the students' clinical decision-making scores after the program, this increase was not statistically significant (p > 0.05). The pre-program median score for CCTDI was 223.26 (176.87–296.02), and the post-program median score was 227.88 (188.87–359.00). The students' critical thinking disposition scores showed a statistically significant increase after the program (p < 0.05). The study results revealed notable enhancements among students who participated in courses utilizing the collaborative learning method. These enhancements included heightened academic performance, elevated levels of critical thinking, increased self-confidence, and improved clinical decision-making abilities.

Relationship between Critical Thinking Disposition, Emotional Intelligence and Academic Self-Efficacy According to Psychiatric Nursing Competencies of Nursing Students

Relationship between Critical Thinking Disposition, Emotional Intelligence and Academic Self-Efficacy According to Psychiatric Nursing Competencies of Nursing Students

Mediating Effect of Communication Self-confidence in the Relationship Between Critical Thinking Disposition and Problem Solving Ability of Nursing Students

Mediating Effect of Communication Self-confidence in the Relationship Between Critical Thinking Disposition and Problem Solving Ability of Nursing Students