Critical Thinking, Motivation, Nursing Students, Reflective
Conditions
Brief summary
Study Title: Effect of Critical Thinking Disposition Program on Developing Reflective Thinking and Motivation to Learn among Nursing Students Study Description: This study aims to investigate the effect of a Critical Thinking Disposition Program on nursing students' reflective thinking and motivation to learn. In the rapidly evolving healthcare environment, nurses must possess both critical thinking skills and disposition to make accurate clinical judgments and provide high-quality professional care. Many novice nurses lack critical thinking disposition, which can result in inaccurate clinical judgments and an inability to identify causes of problems. The program will target nursing students to enhance their internal motivation to think critically, solve problems, evaluate ideas, and make informed decisions. The intervention focuses on developing cognitive strategies, attitudes, and behaviors that support self-motivated learning and professional competence. Outcomes will be measured by evaluating students' reflective thinking and motivation to learn before and after the program. Primary Outcome Measures: Improvement in reflective thinking scores Increase in motivation to learn scores Secondary Outcome Measures: Development of critical thinking disposition attributes such as truth-seeking, open-mindedness, analyticity, inquisitiveness, self-confidence, and maturity
Interventions
OTHERCritical thinking disposition program
structured educational intervention designed to enhance reflective thinking skills and motivation to learn. The program includes multiple interactive sessions focusing on critical analysis, problem-solving, decision-making, and self-reflection activities. Students will engage in exercises that encourage them to evaluate clinical scenarios, reflect on their learning experiences, and apply critical thinking strategies in practical nursing situations. The aim is to measure the program's impact on students' reflective thinking ability, critical thinking disposition, and learning motivation compared to their baseline levels. All participants will follow the standard nursing curriculum in addition to the intervention
Sponsors
Mansoura University
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
OTHER
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
18 Years to 20 Years
Healthy volunteers
No
Inclusion criteria
* Willing to participate and able to attend all program sessions. No prior exposure to critical thinking training programs.
Exclusion criteria
* Students with learning difficulties or any limitations that prevent active participation in the program. Students who miss more than 50% of the program sessions. Students participating in external programs aimed at enhancing critical thinking during the study period.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Reflective thinking | Before and 2 months after critical thinking disposition program | Improvement in reflective thinking among nursing students, measured using the \[name of validated questionnaire\], assessed before and after the interventi |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Motivation to Learn | measured at baseline (pre-intervention) and immediately after completion of the program (post-intervention) | Enhancement in students' learning motivation, evaluated using a validated motivation-to-learn scale |
Contacts
Primary ContactShimaa Ali Mohamed Elhaggar, MSN in Nursing Science
Outcome results
None listed