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Learning Objective 1: know an integral component of nursing-education programs to improve critical-thinking for clinical nurses.
Learning Objective 2: know thinking critically is necessary to provide efficacy care to cope with the expansion in role with the complexities of current health-care systems.
Methods: A cross-sectional research design was used. A total of 142 clinical nurses were randomly selected from a regional teaching hospital in eastern
Results: An overall score of CCTDI was 227.82, indicating serious overall deficiency in these dispositions. Seven subscales were less than 40, indicating that on average the subjects did not demonstrate the truth-seeking, open-mindedness, analyticity, systematicity, inquistiveness, self-confidence and maturity in given critical thinking dispositions. The overall score of CCTST was 10.65 and three subscales of analyticity, evaluation and inference were less than 14, indicating a lack of skills of critical thinking. Years of nursing experience was positively correlated with the dispositions of analyticity and self-confidence (p<0.05). The nature of nursing work was positively correlated with the depositions of inquistiveness and maturity (p<0.01 vs. 0.05).
Conclusion: As a nurse thinking critically is necessary in order to provide efficacy care to cope with the expansion in role associated with the complexities of current health-care systems. Critical thinking has been proven to enhance the nursing professional judgment.Cognitive skill of critical thinking and affective dispositions toward critical thinking are lack in clinical nurses. The findings may provide a reference for administrators as an integral component of nursing-education programs to improve critical-thinking for clinical nurses.