Critical Thinking Skills of Nursing Students between Different Semesters in Tabriz Nursing and Midwifery Faculty.

Abstract

Abstract: Background & Objective: Critical thinking is the life –blood of all educational programs. The national League FOR NURSING IN THE United States announced that all nursing programs must incorporate critical thinking into their curriculum for the purpose of accreditation. Indeed, today critical thinking is an expected competency of nurses at all levels of education and practice. This study has conducted to compare the critical thinking skills between first and last year's nursing students in Tabriz nursing and midwifery faculty. Method & Material: The study used a cross –sectional design. Data collection occurred during regularly scheduled classes. A volunteer sample 172 students from all 4 years of the baccalaureate program completed a background/ demographic questionnaire, by the California critical thinking skills test. The reliability of the test was established using the Kuder Richardson 20. Both descriptive statistics (mean scores, standard deviations, minimum and maximum scores, percentages) and inferential statistical analysis (ANOVA, T Test, and Pearson correlation) were used. Results: The total mean scores for first year students in a baccalaureate 4 years (regular course) nursing program was 10.23±3.18 and for last students was 10.52±3.44. There were no statistically significantly differences between two group students in total mean scores of CCTST. On the other hand the total mean scores for first year students in a baccalaureate 4 years (evening courses) nursing program was 9.78 ±2.90 and for last year students was 9.23±2.63. There was no statistically significant difference between them. Indeed there were no statistically significantly difference between baccalaureate 4 years (morning courses) nursing program and baccalaureate 4 years (evening courses) in total mean scores of CCTST. Findings did not demonstrate significant correlation between factors such as age, gender, resident, employed, entrance grade, and previous semester mean on the total score of CCTST. There was significant differences between mean scores & marital status (p=0.02). Conclusion: In this study, there was no statistically significant difference among first and last year students in total mean scores of CCTST. For this purpose, nurse educators must implement new teaching and variety of strategies to foster CCTST. These include, but are not limited to, use of questioning, small group activity, role –play, debates, reflective journals, use of case studies, and writing assignments.