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Background: Critical thinking disposition is important to facilitate professional judgment for novice nurses. The goals of this study were to describe critical thinking disposition among newly graduated nurses and to examine the factors that impact the development of critical thinking disposition. Method: This study employed a cross-sectional research design. Results: The mean critical thinking score was 244.11 ( SD = 44.70), with the highest mean scores earned on the inquisitiveness subscale ( M = 38.46, SD = 7.10). The lowest subscale scores were for systematicity ( M = 34.81, SD = 5.54), truth seeking ( M = 33.12, SD = 6.42), and self-confidence ( M = 29.26, SD = 6.90). Critical thinking dispositions were significantly associated with teaching strategies during the educational period, problem-based learning courses, and length of exposure to problem-based learning. Conclusion: Findings provide information to understand the disposition toward critical thinking in novice nurses and can serve as a reference in efforts to improve novice nurses' critical thinking skills. [ J Contin Educ Nurs . 2023;54(5):233–240.] |
