Evaluation of nurses and nursing student's critical thinking dispositions

This descriptive research has been aimed to evaluate the nurses and the studentsof nursing critical thinking dispositions.The research has been done both in one hospital of university and the nursingschool of university. The sample for the study consisted 143 nurses who are graduatedwith on bachelor of science degree in nursing and 56 end of fourth years studentsstudying at problem based learning model. The data have been collected with theDescriptive Information Form and the California Critical Thinking DispositionInventory (CCTDI) and evaluated by using t-test, variance, chi-square and corelation.This research has significantly indicated that the students? total scores of criticalthinking dispositions, sub-scala scores of the openmindedness, truth seeking,systematicity, and inquisitiveness are higher than the nurses? (p<0.05). It has not beenfound a significant each groups? scores in analyticity and self-confidence (p>0.05). Thepersantage of nurses, whose levels of critical thinking are low, are much more than thestudents (p=0.001).It is also stated that the relationship between nurses?critical thinking disposition,sub-scala scores and their ages has not been a significant. There has not been significantdifference according to total scores of critical thinking dispositions nurses?experiences intheir professions, istitutions, participation of scientific activities in their working units(p>0.05). However, those, who have participated at least one activity or more in outinstitutions, have had a high mean total points of critical thinking dispositions than thosehave not participated.(p<0.05)To be able to improve the critical thinking, there should be used educationalmodels and technics that provide or trigger thinking, and institutional politics includingtraining and practice that give nurses chance to improve their critical way of thinkingduring occupational life should be maintained.Key words: Critical thinking disposition, nurse, nursing students, problem based learning