Nursing Students Critical Thinking and Research Utilization

Abstract

Background: In the nursing profession critical thinking (CT) has increasingly been the focus of investigation for the past several years. CT dispositions and skills are valuable in nursing practice. Nurses need complex thinking skills to effectively manage the fast-paced and constantly changing health care environments in which they work. CT is also vital in developing evidence-based nursing practice. Nurses who are disposed to think critically are more likely to critically interpret the available evidence, and able to make high-quality judgements and draw valid inferences. Currently, no published studies could be located that specifically examined the relationship between critical thinking dispositions (CTDs) and research utilization (RU) of undergraduate nursing students.

Aim: The aim of the study was to investigate the CTDs and RU of undergraduate nursing students enrolled in a baccalaureate program at a university in Western Canada.

Methods: The study used a sequential mixed method approach. In this paper, only quantitative analysis will be reported. A convenient sample of 181 students from a 4-year BScN program for high school graduates, and a 24 months after degree BScN program for individuals admitted with a degree in another discipline completed a background/demographic questionnaire, the California Critical Thinking Disposition Inventory and a modified (shortened) Research Utilization Survey form developed by Estabrooks (1997).

Results: The majority of participants (69%) scored below the target score of 280 on the California Critical Thinking Dispositions Inventory. This indicates an overall deficiency in CTDs. However, participants scored high on overall RU (mean = 3.4/5). Overall critical thinking dispositions were not statistically significantly correlated with all forms of research utilization, with the exception of persuasive research utilization.

Conclusions: Approximately 30% of the students in the current study had adequate levels of CTDs. Results indicate a need for students’ continued development in these areas. Dispositions are crucial to critical thinking; without them CT and RU does not happen or may be substandard.