Aug 2026· An Idea Health Journal· Vol 6, pp. 643-653· 0 citations
TL;DR
Comparing critical thinking abilities among students in the Diploma III, Bachelor of Nursing, and Professional Nursing programs at Institut Kesehatan Payung Negeri Pekanbaru suggests that the three programs had similar critical thinking profiles at the time of measurement.
Abstract
Background: Critical thinking is essential for nursing students to provide safe, evidence-based, and patient-centered care.
Methods: This cross-sectional study described and compared critical thinking abilities among students in the Diploma III (D-3), Bachelor of Nursing (S-1), and Professional Nursing (Ners) programs at Institut Kesehatan Payung Negeri Pekanbaru. Of 521 eligible students, 493 participated, resulting in a 94.6% response rate. Data were collected using the N-CT-4 Students questionnaire and analyzed with the Kruskal–Wallis and Pearson’s chi-square tests.
Result: Nearly half of the students (49.7%) demonstrated a moderate level of critical thinking. The educational program was not significantly associated with the critical thinking category, χ²(4) = 8.288, p = 0.082, Cramer’s V = 0.092. No significant differences were found across programs in the personal (p = 0.104), intellectual and cognitive (p = 0.408), interpersonal and self- management (p = 0.620), or technical dimensions (p = 0.673), with negligible effect sizes (rank ε² = 0.0016–0.0092).
Conclusion: suggest that the three programs had similar critical thinking profiles at the time of measurement. Longitudinal studies using objective assessments are recommended to evaluate the development of critical thinking throughout nursing education.
Aims: This study aimed to examine gender-based differences in critical thinking levels among nursing students.
Methods: A quantitative descriptive-analytic study with a cross-sectional design was performed. A total of 267 nursing students were included as respondents using a total sampling technique. Data were collected using the Nursing Critical Thinking in Students Questionnaire (N-CT-4). Univariate analysis was used to describe the respondents’ characteristics and critical thinking levels. The Mann–Whitney U test was used to compare critical thinking domain scores between male and female students, while the Chi-square test was applied to compare the distribution of critical thinking levels by gender.
Results: The mean age of the respondents was 21.09±0.70 years, with the majority being female (86.9%). Most students demonstrated moderate critical thinking (50.9%). Male students showed higher median scores across all domains of critical thinking, including personal (130 vs. 123), intellectual (148 vs. 145), interpersonal (71 vs. 62), and technical (21 vs. 19) domains. However, the Mann–Whitney U test showed no statistically significant differences between male and female students in the personal (p = 0.396), intellectual (p = 0.759), interpersonal (p = 0.270), or technical (p = 0.523) domains. The Chi-square test showed a significant difference in the distribution of critical thinking levels by gender (χ²=6.276; p=0.043).
Conclusion: Nursing students generally demonstrated moderate critical thinking, with intellectual skills strongest and technical skills weakest. Gender influenced overall level distribution but not domain scores, highlighting the need for adaptive, inclusive, and student-centered learning.
Gita Adelia, Esperanza Zuriguel‐Pérez, Eka Malfasari et al.· Indonesian Contemporary Nurs...· 0 citations
Objective: Empathy is a cornerstone of nursing care, yet its development is often influenced by factors outside the formal curriculum. The ability to understand and share a patient’s perspective is vital for building trust and improving care outcomes. This study aimed to explore the perception of undergraduate nursing students regarding non-academic factors influencing their development of empathy.
Materials and Methods: A quantitative approach with a cross-sectional descriptive design was adopted. Convenience sampling was used to collect data from 200 undergraduate nursing students (across first, third, fifth, and eighth semesters) from four selected nursing colleges in Ernakulam. Data were collected using a socio-demographic data sheet and the Perceived Non-Academic Influences on Empathy Scale (PNAIES). The Cronbach’s score is 0.8 for the present tool.
Results: The majority of undergraduate nursing students (76%) reported that non-academic factors had a moderate influence, 12.5% of students reported strong influence, and 11.5% reported low influence on their empathy development. Family and upbringing factors were perceived to have the highest influence (50.4%), while technology and media exposure were perceived to have the least influence (24.8%).
Conclusion: The findings highlight that personal background, specifically family and upbringing, plays a more significant role in shaping a student’s empathetic capacity than modern environmental factors like technology. Peer dynamics and clinical exposure are also vital in fostering compassionate professional behavior. Nursing education should acknowledge these diverse personal backgrounds to better support students' professional development and therapeutic relationships.
A. J. V, Usha Marath, Mereena Shibu et al.· Journal of Nursing Research,...· 0 citations
It is expected that nursing students will demonstrate flexibility in their thinking as they learn, enabling them to solve problems, produce solutions, and establish cooperation. The development of flexible thinking can be facilitated by the use of the metaverse, which is a technological innovation and a three‐dimensional virtual world. This study aims to examine how nursing students' metaverse perception affects flexible thinking in learning and to investigate the relationship between them. This research has a descriptive and exploratory design. The study was conducted between October and November 2024 with the participation of 494 nursing students. Three instruments were employed for the collection of data in a face‐to‐face setting within the classroom environment. The instruments utilized in the study were the Descriptive Characteristics Form, the Metaverse Perception Scale for Nursing Students, and the Flexible Thinking in Learning Scale. The statistical analysis was conducted with a significance value of
p
< 0.05, employing the statistical software package SPSS 22.0. The mean age of the students was 20.39 ± 2.35 years. Of the total sample, 76.5% were female, and 29.1% were first‐year students. The male participants, those who engaged in virtual gaming, and those who exhibited a preference for active learning exhibited significantly higher levels of metaverse perception. Those who considered themselves to be academically successful and those who preferred face‐to‐face, active learning exhibited significantly higher levels of flexible thinking in learning. The results of the path analysis indicated a significant positive correlation between metaverse perception and flexible thinking in learning (
β
= 0.653,
R
= 0.590,
p
< 0.001). It was determined that the development of metaverse perception is important for nursing students to think flexibly in learning. It is recommended that metaverse technology be used in the nursing curriculum to meet the changing demands of the health system and to improve students' metaverse perception.
Yadigar Ordu, Kübra Nur Köse Alabay, Asude Güney· European Journal of Educatio...· 0 citations
Aim: The aim of the study was to quantitatively assess reflective capacity among nursing students and to examine the expression of its dimensions in the clinical learning environment.Material and Methods: A cross-sectional quantitative study design was used. A purposive sample of 177 nursing students enrolled in the Nursing programme in Slovenia participated in the study. Data were collected between October and December 2025 using the Reflective Practice Questionnaire. The study used the 16-item reflective capacity subscale, which includes four dimensions: reflection-in-action, reflection-on-action, reflection with others, and self-appraisal. Data were collected through an anonymous online survey (1KA). Statistical analyses were performed using SPSS 29. Descriptive statistics were calculated, and internal consistency was assessed using Cronbach’s alpha. Due to non-normal data distribution, non-parametric tests were applied, including the Wilcoxon signed-rank test, Friedman test, Mann–Whitney U test, Kruskal–Wallis test, and Spearman’s correlation coefficient.Results: The results showed a relatively high level of reflective capacity among nursing students (Mdn = 4.56). Based on median values, the highest scores were observed in reflection with others and self-appraisal, while the lowest were found for reflection-in-action. Differences between reflective capacity dimensions were not statistically significant (χ²(3) = 2.399, p = 0.494). No significant differences were observed between full-time and part-time students or across years of study (p > 0.05). Age was not significantly associated with reflective capacity, except for a weak negative correlation with reflection with others (ρ = −0.193, p = 0.011). Students who perceived reflection as important for their professional development and those interested in additional practical training demonstrated significantly higher levels of reflective capacity (p < 0.05).Conclusion: The findings indicate that nursing students demonstrate a relatively high level of reflective capacity, particularly in collaborative reflective processes. Reflective practice appears to be an important component of clinical learning and professional development in nursing education.Implication for nursing practice: Structured reflective activities, mentoring conversations, and guided reflection in clinical environments may strengthen students’ clinical judgement, professional responsibility, and quality of patient care.
Iris Ruzzier, Sabina Ličen, Mitja Zdovc et al.· Global Nursing Insights· 0 citations
Introduction. Problem-solving skills and the use of Standardized Nursing Languages (SNLs) are essential for clinical reasoning in nursing education, yet their relationship has been insufficiently explored. This study aimed to describe nursing students’ characteristics alongside their problem-solving skills, compare these across program years, and identify predictors of their knowledge of the nursing process and SNLs, with a specific focus on problem solving. Methods. A prospective observational study was conducted in 2024–2025 among undergraduate nursing students in a public university in Italy. Data were collected through an online survey including a knowledge test on SNLs, the Positions on Nursing Diagnosis scale, and the Problem-Solving Inventory (PSI). Descriptive statistics, ANOVA, correlation analyses, and multiple linear regression were performed. Results. A total of 352 students participated (87.5% female; mean age 22.79). Knowledge levels did not significantly differ across academic years. Higher knowledge was associated with better academic performance, stronger intention to use nursing diagnoses, and higher PSI-Self-Assurance, while larger class size and male sex were negatively associated with knowledge. Regression analysis identified PSI-Self-Assurance, intention to use nursing diagnoses, class size, and sex as significant predictors (R² = 0.11). Discussion. Knowledge of the nursing process and SNLs appears to be more strongly influenced by motivational and cognitive factors than by academic progression alone. Confidence in problem-solving and intentional engagement with nursing diagnoses emerge as key elements in supporting diagnostic reasoning.
Roberta Morandini, A. Bonacci, Andrea Gazzelloni et al.· Interdisciplinary Journal of...· 0 citations
This study was conducted to examine changes in nursing students’ critical thinking disposition, problem-solving ability, and nursing process competency after Havruta-based nursing process classes. A one-group pretest-posttest design was used. The participants were 47 second-year nursing students enrolled in a nursing process course at a university located in M city. The Havruta-based nursing process classes were implemented for 12 weeks within a 15-week curriculum. Each 100-minute class consisted of 50 minutes of traditional instructor-led lectures and 50 minutes of peer-teaching Havruta activities. Data were analyzed using paired t-tests. Additionally, Pearson’s correlation coefficients were calculated to examine the relationships among the variables after the classes. Following the intervention, critical thinking disposition, problem-solving ability, and nursing process competency significantly increased. Significant positive correlations were found among the three variables after the classes. These findings suggest that Havruta-based nursing process classes may improve nursing students’ critical thinking disposition, problem-solving ability, and nursing process competency. Further studies with a control group are needed to verify the effectiveness of this instructional method.
M. J. Lee· Forum of Public Safety and C...· 0 citations
