간호대학생의 전문직 자아개념, 비판적 사고성향과 임상수행능력에 관한 연구

The purpose of this study was to identify the relationships among critical thinking disposition, professional self-concept and clinical competence in nursing students. The participants were 291 nursing students in Gwangju Province. A questionnaire survey was conducted from March 02 to 16, 2013. Data were analyzed using descriptive statistics, t-test, ANOVA, Scheffe test, pearson's correlation coefficients, and stepwise multiple regression analysis with SPSS/WIN 20.0 version. There was a significant positive correlations among critical thinking disposition, professional self-concept, and clinical competence. The variable predicting clinical competency were professional self-concept and critical thinking disposition. These factors accounted for 44.1% of the variance. The findings of this study suggest that the most influential factor for clinical competence was professional self-concept. Therefore it is necessary to improve professional self-concept through effective education program.

Critical thinking skills and dispositions of baccalaureate nursing students--a conceptual model for evaluation.

본 연구는 간호대학생을 대상으로 셀프리더십, 비판적 사고성향, 임상실습만족도 및 임상수행능력의 관계를 확인하고 임상실습만족도와 임상수행능력에 영향을 미치는 요인을 알아보고자 시행되었다. 두 개의 광역시에 소재하는 2개의 4년제 간호학과 3, 4학년에 재학 중인 199명을 대상으로 설문지로 측정하였다. 연구결과 간호대학생이 인지하는 셀프리더십, 비판적 사고 성향, 임상실습만족도 및 임상수행능력은 중간 이상으로 나타났으며, 이들 간에는 모두 유의한 순 상관관계가 있는 것으로 나타났다. 임상실습만족도에 영향을 주는 예측요인은 실습학기 (<TEX>${\beta}=.223$</TEX>, t=3.534, p=.001), 전공만족 (<TEX>${\beta}=.257$</TEX>, t=3.962, p <.001), 비판적 사고성향 (<TEX>${\beta}=.217$</TEX>, t=3.118, p=.002), 셀프리더십(<TEX>${\beta}=.169$</TEX>, t=2.260, p=.025)이었으며 30.4%의 설명력을 나타냈다 (F=19.145, p <.001). 임상수행능력에 영향을 주는 예측요인은 건강상태 (<TEX>${\beta}=-.133$</TEX>, t=-1.937, p=.054), 비판적 사고성향 (<TEX>${\beta}=.316$</TEX>, t=2.551, p=.012), 셀프리더십 (<TEX>${\beta}=.323$</TEX>, t=4.181, p <.001)이었으며 23.7%의 설명력을 나타냈다(F=10.948, p <.001). 따라서 간호대학생의 임상실습만족도와 임상수행능력을 높이기 위해서는 간호대학생의 비판적 사고와 셀프리더십을 높일 수 있는 교육과정 프로그램의 개발 및 적용이 필요하다. The purpose of this study was to examine the relationship among self-leadership, critical thinking disposition, satisfaction of clinical practice and clinical practice competency of nursing students. Participants were 199 baccalaureate nursing students (3rd and 4th grades) in 2 cities. The data was collected by questionnaires and were analyzed with the SPSS/Win 21.0 program, using descriptive statistics, Pearson's correlation coefficient and multiple regression. Significant positive correlations were among self-leadership, critical thinking disposition, satisfaction of clinical practice and clinical practice competency. The regression model explained 30.4% of satisfaction of clinical practice. The significant predictors of satisfaction of clinical practice were clinical experience, satisfaction of major, self-leadership and critical thinking disposition. The regression model explained 23.7% of clinical practice competency. Health status, self-leadership and critical thinking disposition were factors influencing clinical practice competency. It should strengthen self-leadership and encourage critical thinking disposition to improve nursing students' satisfaction of clinical practice and clinical practice competency.

Purpose: The purpose of this study was to identify the critical thinking disposition and self-esteem of psychiatric nurses and to identify factors that influence critical thinking disposition. Methods: A cross-sectional study design was used in this study. The participants for this study were 158 psychiatric nurses from D city & C province. The instruments were the California Critical Thinking Disposition Inventory (CCTDI) and Self-Esteem Scale (SES). The collected data were analyzed using t-test, ANOVA, Pearson's correlation coefficients and multiple regression with the SPSS/WIN 11.5 program. Results: The mean scores for critical thinking disposition and self-esteem were 186.4±13.96 and 30.5±3.95 respectively. A significant positive correlation between critical thinking disposition and self-esteem was found (r=.33, p<.001). In regression analysis, types of certification, education, work place and self-esteem explained 57% of the variance in critical thinking disposition for these nurses. Conclusion: Participants who had higher levels of critical thinking disposition tend to exhibit a positive self-concept. It is necessary to provide interventions program to improve the critical thinking disposition and self-concept of psychiatric nurses.

Objectives: This study examined the impact of nurses’ critical thinking disposition, clinical reasoning competency, and nursing practice environment on their medication safety competency. Methods: A cross-sectional design was employed, involving a convenience sample of 210 nurses from four tertiary general hospitals and two general hospitals. Data were collected in September 2023 utilizing structured online self-report questionnaires and analyzed utilizing descriptive statistics, independent t-tests, one-way analysis of variance, Pearson’s correlation coefficients, and stepwise multiple regression with SPSS/WIN 28.0 software. Results: Significant positive relationships (p &lt; 0.001) were found between nurses’ medication safety competence and critical thinking disposition (r = 0.47), clinical reasoning competence (r = 0.67), and nursing practice environment (r = 0.40). Factors influencing medication safety competence were identified as clinical reasoning competence (β = 0.55, p &lt; 0.001), nursing practice environment (β = 0.30, p &lt; 0.001), and critical thinking disposition (β = 0.19, p &lt; 0.001). The regression model accounted for 57% of the variance in medication safety competence and was statistically significant (F = 91.70, p &lt; 0.001). Conclusions: These findings highlight key factors influencing medication safety competence of nurses and underscore the need for targeted strategies to enhance patient safety by optimizing critical thinking, clinical reasoning, and the nursing practice environment in healthcare settings.

본 연구의 목적은 간호대학생의 비판적 사고성향, 전문직 자아개념과 도덕적 민감성에 대해 알아보고 관련성을 규명하기 위함이다. 연구 대상자는 일 지역 소재 간호학과에 재학 중인 280명으로 자료 수집은 2015년 3월 3일부터 3월 10일까지 진행되었다. 수집된 자료의 분석은 SPSS/WIN 18.0 프로그램을 이용하여 분석했다. 연구결과 도덕적 민감성은 생명윤리교육 경험 여부에 따라 유의한 차이가 있었다. 비판적 사고성향과 전문직 자아개념, 비판적 사고 성향과 도덕적 민감성 간에 양의 상관관계가 있었다. 본 연구결과를 토대로 추후 비판적 사고성향을 향상시킬 수 있는 방법이 필요하며, 전문직 자아개념의 확립을 위해 임상실습체계의 정비 및 구축이 필요하겠다. 또한 간호대학생의 도덕적 민감성을 향상시킬 수 있는 교육프로그램 개발 및 그 효과를 검증하는 연구를 제언한다. The aim of this study was to examine relations among critical thinking disposition, professional self-concept and moral sensitivity in nursing students. This study was conducted on 280 nursing students between March 3th 2015 and March 10th. 2015. The data was analyzed by using SPSS/WIN 18.0 program. Moral sensitivity significantly differed depending on one's experience in biomedical ethic education. Significant positive correlations were witnessed between critical thinking disposition and professional self-concept as well as between critical thinking disposition and moral sensitivity. Considering the results, the ways to develop critical thinking disposition and to ameliorate the current clinical training system are needed to firmly establish professional self-concept. Finally, I Suggest a study to develop and validate training program for the improvement of nursing students' moral sensitivity.

The problem and the aim of the study. The underlying issue of this study is that although critical thinking skills are widely recognized as important in education, understanding how students demonstrate critical thinking dispositions such as confidence in reasoning and inquisitiveness based on their cognitive styles remains limited. Students with different cognitive styles, such as field-independent (FI) and field-dependent (FD), tend to exhibit varying levels of critical thinking abilities when faced with complex problems, particularly in the context of mathematical problem-solving.The purpose of this study is to describe students' critical thinking dispositions in the aspects of Confidence in Reasoning and Inquisitive in terms of cognitive style. The underlying problem of this study is that although the importance of critical thinking skills is widely recognized in education, how students demonstrate critical thinking dispositions such as confidence in reasoning and inquisitiveness based on their cognitive styles remains poorly understood. Students with different cognitive styles, such as field-independent (FI) and field-dependent (FD), may exhibit varying levels of critical thinking abilities when faced with complex problems, particularly in the context of mathematical problem-solving. This study aims to explore how students with different cognitive styles exhibit their critical thinking dispositions, specifically in terms of confidence in reasoning and inquisitiveness, to provide deeper insights into the role of cognitive styles in fostering critical thinking skills among students. Research methods. This research uses a qualitative descriptive method that focuses on two students with high mathematical abilities with field-independent (FI) and field-dependent (FD) cognitive styles, who were selected from a total of 30 participants. Their mathematical abilities were assessed through a mathematical ability test, while their cognitive styles were identified as field-independent (FI) and field-dependent (FD) using the Group Embedded Figures Test (GEFT). This study involves six main stages, namely 1) selection of research subjects; 2) problem-solving tasks; 3) observation and video recording; 4) in-depth interviews; 5) analysis of critical thinking dispositions; and 6) summarizing the results of the analysis. KEYWORDS Results. The results of the FI student analysis showed quite strong confidence in reasoning by following mathematical steps to solve problems systematically. However, the inquisitive aspect of critical thinking still needs to be improved because students do not question or explore alternatives to solve problems. Although students are able to solve problems, the ability to question assumptions, verify results, and explore different approaches still needs to be developed so that their critical thinking is more comprehensive. The results of the FD student analysis showed reasonable Confidence in Reasoning, with confidence in every step of the calculation carried out. However, the Inquisitive aspect of critical thinking is still underdeveloped because there is no attempt to question, re-analyze, or consider alternatives in the problem-solving process. To strengthen their critical thinking disposition, students need to be encouraged to be more reflective and critical of every step taken, question the assumptions made, and explore various possible solutions to problems. In conclusion, Students show quite strong Confidence in Reasoning by applying mathematical calculation steps systematically and precisely to solve problems. However, the Inquisitive aspect of critical thinking is still underdeveloped because students do not question or explore alternatives in their problem-solving process. They tend to follow procedures without verifying or re-checking the results, which are essential aspects of critical thinking. Encouraging students to be more reflective and explorative in every step taken can help strengthen their critical thinking disposition.

This study determined the correlation between nurses' critical thinking disposition; problem solving process; and nursing performance. It also examined the impact of critical thinking disposition and problem solving process on nursing performance. The data was collected from 419 nurses. Descriptive statistics, t-test, ANOVA, scheffe test, pearson correlation analysis and multiple regression analysis were performed. Nursing performance showed that there were differences according to age, marital status, educational level, total number of years in the career and the length of employment in the present department. The problem solving process showed differences in the educational level. Critical thinking disposition showed differences according to age, educational level and total number of years in the career. Problem solving process and nursing performance showed a positive relationship whereas critical thinking disposition and nurses' performance showed a positive relationship. Factors affecting nursing performance, were nurses' age, duration of employment in the present department, problem solving process and critical thinking disposition. This model was statistically significant and showed 22.1% of the total variance. The attention of nursing administrators should be drawn to the consideration that a certain amount of experience in the current department is positively related to nursing performance. Furthermore, in order to provide a improvement in professional nursing performance, educational programs towards nurses' critical thinking disposition and problem solving process should be provided.

This study attempts to identify the pre-service secondary mathematics teachers’ epistemological beliefs towards learning, their educational beliefs, and critical thinking dispositions as well as the relationship between them. A relational survey model was employed and the study group consisted of 152 pre-service teachers. The study used Epistemological Beliefs Scale towards Learning (EBStL), The Educational Philosophy Tendencies Scale (EPTS), and Marmara Critical Thinking Dispositions Scale (MCTDS) as data collection tools. The results suggested that pre-service secondary mathematics teachers’ epistemological beliefs and critical thinking dispositions were above the average value. Moreover, they were found to have progressive and reconstructivist tendencies. The results also revealed that the pre-service secondary mathematics teachers’ epistemological beliefs towards learning did not differ across their gender, academic achievement, parents’ educational level while significantly differed in terms of their grade level. The pre-service secondary mathematics’ teachers’ educational beliefs significantly varied across their gender, grade level while that was not the case for their academic achievement and parents’ educational level. Besides, the results confirmed positive and significant relationships between the pre-service teachers’ epistemological beliefs towards learning and their critical thinking disposition levels and progressivism, further positive and significant relationships were noted between the critical thinking dispositions and progressivism, reconstructionism and perennialism. Progressivism was found to be explained by epistemological beliefs towards learning and critical thinking dispositions; reconstructionism was found to be explained by critical thinking disposition; epistemological beliefs towards learning was determined to be explained by progressivism and critical thinking disposition, and critical thinking dispositions were identified to be explained by reconstructionism and perennialism

In this study, the relationship between pre-service teachers' critical thinking dispositions and their attitudes towards socioscientific issues was examined. Relational survey method, which is one of the quantitative research approaches, was used in the research process. 813 pre-service teachers from science, mathematics, preschool, psychological counseling and guidance, social sciences, classroom teaching, and fine arts departments studying at education faculties in state universities in the Black Sea Region of Turkey participated in the research. Critical thinking disposition and attitude scales were used as data collection tools in the research. The findings were examined by considering the variables of gender, class level, knowledge about socioscientific issues and the department of education. In the analysis of the data obtained, the results for each scale were first divided into groups as low, medium and high scores. Variables with two categories were analyzed using the independent samples t-test, and variables with more than two categories were analyzed using the ANOVA test. Then, multiple linear regression analyses were performed. Hayes's (2018) regression model number 1 was used to confirm the research results and to support it with advanced statistics. As a result of the research, it was determined that the pre-service teachers with low and medium critical thinking dispositions also had low attitudes towards socioscientific issues and sub-variables did not make a significant difference. At this point, some suggestions can be made to pre-service teachers with a low and medium level of critical thinking disposition. It can be ensured that they participate in project activities on socioscientific issues during the training process. It can be ensured that courses within the scope of critical and analytical thinking are taken. It has also been determined that the pre-service teachers with high critical thinking disposition have high attitudes towards socioscientific issues, and there is a significant difference in terms of the variables of the department, grade level and having knowledge about socioscientific issues.

Introduction: Critical thinking skills and dispositions are essential for performance and competence in clinical nursing practice. They significantly influence clinical judgment, decision-making, and problem-solving. These skills are crucial for nurses' adaption to changes in healthcare practices, technology and patient needs, ensuring the quality of care. Aim: This study aims to evaluate if critical thinking skills and dispositions are influenced by gender, age, admission grade, and academic year of undergraduate nursing students in Portugal. Methods: We conducted a cross-sectional, descriptive correlational study with a convenience random sample of 382 participants. Data was collected using the Critical Thinking Questionnaire for Students and Health Professionals and the Critical Thinking Dispositions Scale, validated for the Portuguese population. Statistical analysis was performed using a t-test, ANOVA, and hierarchical multiple regression model. Results: Gender, age, and admission grade don’t influence critical thinking skills and dispositions. The students in the second and third academic years have lower scores than those in the first and fourth. There were no significant correlations between the participants’ critical thinking skills and dispositions. Conclusions: All nursing students have high critical thinking dispositions and skills. The academic year grade is the only variable that influences critical thinking skills and dispositions. Introducción: Las habilidades y disposiciones de pensamiento crítico son esenciales para el desempeño y la competencia en la práctica clínica de enfermería, ya que influyen significativamente en el juicio clínico, la toma de decisiones y la resolución de problemas. Estas habilidades son cruciales para que las enfermeras se adapten a los cambios en las prácticas sanitarias, la tecnología y las necesidades de los pacientes, garantizando una atención de calidad. Objetivos: Este estudio investiga si las habilidades y disposiciones de pensamiento crítico están influenciadas por el género, la edad, el grado de admisión y el año académico de los estudiantes universitarios de enfermería en Portugal. Métodos: Se realizó un estudio descriptivo correlacional transversal con una muestra aleatoria por conveniencia de 382 participantes. Los datos fueron recogidos mediante el Cuestionario de Pensamiento Crítico para Estudiantes y Profesionales de la Salud y la Escala de Disposiciones de Pensamiento Crítico, validados para la población portuguesa. El análisis estadístico se realizó mediante prueba-t, ANOVA y modelo de regresión múltiple jerárquica. Resultados: El género, la edad y la nota de admisión no influyen en las habilidades y disposiciones de pensamiento crítico. Los estudiantes de segundo y tercer año académico obtienen puntuaciones más bajas que los de primero y cuarto. No hubo correlaciones significativas entre las habilidades y disposiciones de pensamiento crítico de los participantes. Conclusiones: Todos los estudiantes de enfermería tienen altas disposiciones y habilidades de pensamiento crítico. El año académico es la única variable que influye en las habilidades y disposiciones de pensamiento crítico. Introdução: As competências e disposições de pensamento crítico são essenciais para o desempenho e competência na prática clínica de enfermagem, uma vez que influenciam significativamente o julgamento clínico, a tomada de decisões e a resolução de problemas. Estas competências são cruciais para que os enfermeiros se adaptem às mudanças nas práticas de saúde, na tecnologia e necessiades dos doentes, garantindo cuidados de Qualidade. Objectivos: Este estudo pretende investigar se as competências e disposições de pensamento crítico são influenciadas pelo género, idade, ano de admissão e ano lectivo dos estudantes de licenciatura em enfermagem em Portugal. Métodos: Foi realizado um estudo transversal, descritivo, correlacional, com uma amostra aleatória de conveniência de 382 participantes. Os dados foram recolhidos através do Questionário de Pensamento Crítico para Estudantes e Profissionais de Saúde e da Escala de Disposições de Pensamento Crítico, validada para a população portuguesa. A análise estatística foi realizada através do teste-t, ANOVA e modelo de regressão múltipla hierárquico. Resultados: O sexo, a idade e a nota de admissão não influenciam as capacidades e disposições de pensamento crítico. Os alunos do segundo e terceiro anos letivos apresentam notas inferiores aos do primeiro e quarto ano. Não se verificaram correlações significativas entre as capacidades e as disposições de pensamento crítico dos participantes. Conclusões: Todos os estudantes de enfermagem apresentam elevadas disposições e competências de pensamento crítico. A nota do ano letivo é a única variável que influencia as competências e disposições de pensamento crítico.

본 연구는 회복마취 간호사의 셀프리더십, 간호 전문직관, 비판적 사고성향을 파악하고 임상수행능력에 영향을 미치는 요인을 확인하고자 실시하였다. 서울·경기 지역 회복마취 간호부서에서 근무하는 간호사 193명을 대상으로 자료를 수집하였으며, 임상수행능력은 결혼상태(t=4.627, p<.001), 연령(F=11.092, p<.001), 직위(F=9.302, p<.001), 전체 근무경력(F=10.912, p<.001), 회복마취 간호부서 근무경력(F=9.630, p<.001), 마취전문간호사 자격증 소지여부(F=3.087, p=.002)에 따라 통계적으로 유의한 차이가 있었다. 회복마취간호사의 임상수행능력은 셀프리더십(r=.585, p<.001), 간호 전문직관(r=.394, p<.001), 비판적 사고성향(r=.662, p<.001)과 양의 상관관계로 나타났다. 회복마취간호사의 임상수행능력에 영향을 미치는 요인은 비판적 사고성향(β=.432, p<.001), 전체 근무경력(β=.267, p<.001), 셀프리더십(β=.247, p<.001), 그리고 간호 전문직관(β=.140, p<.001) 순으로 나타났으며, 임상수행능력에 대한 이들 변수의 전체 설명력은 57.7%였다. 본 연구의 결과를 토대로 회복마취간호사의 임상수행능력을 높이기 위해는 셀프리더십과 간호 전문직관을 높일 수 있는 방안이 고려되어야 할 것이라 사료되며, 비판적 사고성향을 갖추기 위한 지속적인 교육과 다양한 전략의 개발 및 운영을 제언한다.The purpose of this study was to identify factors associated with clinical competency of PACU (post-anesthesia care unit) nurses and to examine the relationship among them. A total of 193 nurses participated in this cross-sectional, descriptive study using a structured questionnaire. Self-leadership, nursing professionalism, and critical thinking disposition were positively correlated with clinical competency (r=.585, p<.001; r=.394, p<.001; r=.662, p<.001, respectively). The factors related to clinical competency were critical thinking disposition (β=0.432, p<.001), total clinical career (β=0.267, p<.001), self-leadership (β=0.247, p<.001), and nursing professionalism (β=0.140, p<.001), which accounted for 57.7% of the variance in clinical competency. Critical thinking disposition was the most significant predictor of clinical competency. Thus, in order to enhance the clinical competency of nurses in the PACU, it is necessary to develop and apply an education program that can improve their critical thinking disposition.

This study aims to identify prospective teachers’ critical thinking disposition by gender that consist of seven components: 1) inquisitiveness, 2) self-confidence, 3) truth-seeking, 4) open-mindedness, 5) analyticity, 6) systematic, and 7) maturity. The survey methodology was used in this study. Research sample consisted of 100 students in Biology Education Program, Faculty of Science and Mathematics Education IKIP Mataram, Indonesia. Data on critical thinking dispositions were collected using The California Critical Thinking Disposition Inventory (CCTDI). The results showed that prospective science teachers’ critical thinking disposition generally neither strength nor weakness category (score 3.1 ≤ X ≤3.9). Based on the result, it can be stated that prospective science teachers’ critical thinking disposition is neither strength nor weakness and there are differences in critical thinking disposition based on prospective science teachers’ gender on the components: 1) inquisitiveness (p = 0.001); 2) self-confidence (t(100) = 2.331, p = 0.022); 3) open-mindedness (t(100) = 4.531, p = 0.000); and 4) maturity (p = 0.004).

Background: In a contemporary healthcare environment characterized by rapidly-changing developments and relentlessly-increasing knowledge, professional nurses need to develop critical thinking skills that will provide them with expertise in flexible, individualized, situation-specific problem solving. Therefore, nursing education strives to facilitate the development of students’ critical thinking through the appropriate instructional approaches. Developing critical thinking and knowledge of different learning styles among the student population are important in designing curricula, and adopting teaching methods that to promote student learning is a crucial part of ensuring that students engage positively with content and develop the deep learning skills needed for lifelong learning. Assessment of LS and CTD should be given more attention by nurse educators because teaching students according to their learning ability will nurture their CTD, increase their ability to process information, and enhance academic performance. Aims: The present study aims to determine baccalaureate nursing students’ critical thinking dispositions and learning styles and its relation to their achievement. Design: The study will use descriptive correctional study. Methods: The study was conducted at Faculty of Nursing at King Khalid University, Saudi Arabia. All nursing students, enrolled in the Faculty of Nursing from three levels of academic year, fourth, sixth, and eighth at the time of the study of the academic year 2010-2011 were included in the study (n= 208). Three tools were used for data collection namely; California Critical Thinking Disposition Inventory (CCTDI), Learning Style Questionnaire (LSQ), and Retrospective Audit. Results: Based on the study findings of this study, it could be found that there was no significant relationship between overall critical thinking dispositions and learning style with nursing students’ achievement, while a significant relationship was proved between nursing student critical thinking disposition and nursing student active/reflective learning style. The majority of the undergraduate nursing students at Faculty of Nursing, King Khalid University showed ambivalent disposition towards most of the dispositional characteristics and the overall CCTDI. Conclusions: It was concluded that critical thinking is enhanced when active learning approaches and most nursing students preferred active/reflective learning style. It is recommended to the developed further studies in other faculties of nursing in Saudi Arabia. Key words: Nursing education program, critical thinking, critical thinking dispositions, learning styles, nursing students’ achievement, nursing educators, Grade Point Average. Abbreviations: CT critical thinking, CCTDI California Critical Thinking Disposition Inventory, LS learning style, GPA grade point average, SDL self-directed learning, SDLERS Students' Self-Directed Learner Readiness Scale.

The purpose of this study was to investigate the relationship among critical thinking disposition, self-efficacy, and stress of Korean nursing students. Participants of this study were 208 nursing students of 3 nursing colleges in South Korea. The level of critical thinking disposition, self-efficacy and stress were measured by Korean version of Critical Thinking Disposition Scale, General Self-Efficacy Scale and Brief Encounter Psychosocial Instrument (BEPSI). The mean scores of critical thinking disposition, self-efficacy and stress were 117.08, 57.12, 2.46, respectively. Critical thinking disposition showed significant relationships with self-efficacy (r=.344, p<.001) and stress (r=-.207, p=.003). And Self-efficacy had significant correlation with stress level (r=-.450, p<.001). According to the results of this study, self-efficacy had positive relationship with critical thinking disposition, and stress had negative relationships with critical thinking disposition and self-efficacy. Thus educators and faculties of nursing colleges should manage stress and self-efficacy to improve the abilities of critical thinking of nursing students.Keywords: Critical Thinking, Self-Efficacy, Stress