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Influencing factors of critical thinking tendency of nursing students

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Document pages: 6 pages

Abstract: In view of the important role of critical thinking and the possibility of developing this metacognitive skill through training program, this study aims to determine the tendency and influencing factors of critical thinking of nursing students. Materials and methods. This study was a cross-sectional study conducted in a nursing school in northern Iran in 2020. The study participants were nursing students in the second to eighth semesters of the college. They entered the study through the census method. The inclusion criteria included the employment in the nursing field in the second semester and above, and the exclusion criteria were the employment and incomplete filling of questionnaire questions. The required information is prepared in two parts: the first part isrt of recording demographic information including age, gender, marital status, semester, average score, previous semester average score, and level of interest in the major and the second part was the adopted Ricketts’ critical thinking disposition questionnaire. SPSS 26 software and descriptive and analytical statistics were used to analyze the data. Results. The total average score of critical thinking disposition obtained as 120.20 ± 14.05 35 was found to positively and significantly relate to age (r = 0.150, , d = 0.30), academic 36 semester (, d = 0.25), and interest in the major (, d = 0.38). Dimensions of 37 innovation and maturity were also significantly associated with academic semester and 38 interested in the major. Also, the total score of critical thinking and its dimensions in married people was higher than single, but this difference was not statistically significant. The results of analysis of variance showed that there is a positive and significant relationship between the mean score of tendency to critical thinking and different semesters. Conclusion. Identifying the effective factors in critical thinking disposition can assist teachers in developing lesson plans and academic counseling, and at the macro level, can help with educational planning and revision of curricula.

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