PDF(Pubmed)
Abstract：
BACKGROUND: Assessing critical thinking disposition is crucial in nursing education to foster analytical skills essential for effective healthcare practice. This study aimed to evaluate the cross-cultural adaptation and validation of the Persian version of the Critical Thinking Disposition Scale among Iranian nursing students.
METHODS: A total of 390 nursing students (mean age = 21.74 (2.1) years; 64% female) participated in the study. Face and content validity were established through feedback from nursing students and expert specialists, respectively. Construct validity was assessed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The EFA was used to explore the number of factors and the items that were loading on them. The CFA was used to confirmed the fidnings of the EFA on the same sample. Convergent and discriminant validity were examined, along with reliability through internal consistency and test-retest reliability.
RESULTS: EFA revealed a two-factor structure, comprising \"Critical Openness\" and \"Reflective Skepticism,\" explaining 55% of the total variance. CFA confirmed the model\'s fit (χ² = 117.37, df = 43, χ²/df = 2.73, p < 0.001; RMSEA = 0.067; CFI = 0.95; TLI = 0.93, SRMR = 0.041). Convergent and discriminant validity were supported, with significant factor loadings (p < 0.001) ranging from 0.61 to 0.77. The CTDS exhibited strong internal consistency (α = 0.87) and excellent test-retest reliability (ICC = 0.96).
CONCLUSIONS: The validation of the CTDS in Persian language settings provides a reliable tool for assessing critical thinking disposition among Iranian nursing students. The two-factor structure aligns with previous research, reflecting students\' propensity towards critical openness and reflective skepticism. The study\'s findings underscore the importance of nurturing critical thinking skills in nursing education.
METHODS: A total of 390 nursing students (mean age = 21.74 (2.1) years; 64% female) participated in the study. Face and content validity were established through feedback from nursing students and expert specialists, respectively. Construct validity was assessed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The EFA was used to explore the number of factors and the items that were loading on them. The CFA was used to confirmed the fidnings of the EFA on the same sample. Convergent and discriminant validity were examined, along with reliability through internal consistency and test-retest reliability.
RESULTS: EFA revealed a two-factor structure, comprising \"Critical Openness\" and \"Reflective Skepticism,\" explaining 55% of the total variance. CFA confirmed the model\'s fit (χ² = 117.37, df = 43, χ²/df = 2.73, p < 0.001; RMSEA = 0.067; CFI = 0.95; TLI = 0.93, SRMR = 0.041). Convergent and discriminant validity were supported, with significant factor loadings (p < 0.001) ranging from 0.61 to 0.77. The CTDS exhibited strong internal consistency (α = 0.87) and excellent test-retest reliability (ICC = 0.96).
CONCLUSIONS: The validation of the CTDS in Persian language settings provides a reliable tool for assessing critical thinking disposition among Iranian nursing students. The two-factor structure aligns with previous research, reflecting students\' propensity towards critical openness and reflective skepticism. The study\'s findings underscore the importance of nurturing critical thinking skills in nursing education.
摘要：
背景：评估批判性思维倾向在护理教育中至关重要，以培养有效医疗实践所必需的分析技能。这项研究旨在评估伊朗护理学生的跨文化适应和对波斯语版本的批判性思维倾向量表的验证。
方法：共有390名护生（平均年龄=21.74（2.1）岁；64％为女性）参加了这项研究。通过护理专业学生和专家的反馈，建立了面子和内容的有效性，分别。使用探索性因子分析（EFA）和验证性因子分析（CFA）评估结构效度。EFA用于探索因素的数量以及加载在其上的项目。CFA用于确认相同样品上的EFA的摆设。检验了收敛效度和判别效度，以及通过内部一致性和重测可靠性的可靠性。
结果：EFA揭示了双因素结构，包括“批判性开放性”和“反思性怀疑论”，“解释了总方差的55%。CFA证实了模型的拟合(χ²=117.37，df=43，χ²/df=2.73，p<0.001；RMSEA=0.067；CFI=0.95；TLI=0.93，SRMR=0.041)。支持收敛效度和判别效度，显著的因子负荷(p<0.001)在0.61到0.77之间。CTDS表现出较强的内部一致性（α=0.87）和出色的重测可靠性（ICC=0.96）。
结论：在波斯语环境中对CTDS的验证为评估伊朗护理专业学生的批判性思维倾向提供了可靠的工具。双因素结构与以前的研究一致，反映学生对批判性开放性和反思性怀疑论的倾向。研究结果强调了在护理教育中培养批判性思维技能的重要性。
方法：共有390名护生（平均年龄=21.74（2.1）岁；64％为女性）参加了这项研究。通过护理专业学生和专家的反馈，建立了面子和内容的有效性，分别。使用探索性因子分析（EFA）和验证性因子分析（CFA）评估结构效度。EFA用于探索因素的数量以及加载在其上的项目。CFA用于确认相同样品上的EFA的摆设。检验了收敛效度和判别效度，以及通过内部一致性和重测可靠性的可靠性。
结果：EFA揭示了双因素结构，包括“批判性开放性”和“反思性怀疑论”，“解释了总方差的55%。CFA证实了模型的拟合(χ²=117.37，df=43，χ²/df=2.73，p<0.001；RMSEA=0.067；CFI=0.95；TLI=0.93，SRMR=0.041)。支持收敛效度和判别效度，显著的因子负荷(p<0.001)在0.61到0.77之间。CTDS表现出较强的内部一致性（α=0.87）和出色的重测可靠性（ICC=0.96）。
结论：在波斯语环境中对CTDS的验证为评估伊朗护理专业学生的批判性思维倾向提供了可靠的工具。双因素结构与以前的研究一致，反映学生对批判性开放性和反思性怀疑论的倾向。研究结果强调了在护理教育中培养批判性思维技能的重要性。
