Abstract:
Critical thinking is viewed as a necessary skill for nurses to make competent
clinical judgments. Critical thinking by nurses in decision making and
problem solving is compatible with the revised criteria for accreditation
from the National League for Nurses (NLN, 1991). The Nurses’ and Midwives’
Council for Ghana shares similar goals in its nurse educational reform
programmes. Nurse educators are expected to teach and assess critical thinking
ability in nursing students. Some authors, however, argue that before examining
or promoting the critical thinking abilities of the individual, a preliminary
disposition to think critically must exist. The purpose of this study was to assess
the feasibility of using the California Critical Thinking Dispositions
Inventory (CCTDI) to assess the dispositions to think critically for mental health
nursing students at the Pantang Nurses’ Training College in Ghana. A descriptive
design using a convenience sample (n =81) was implemented. A pilot study
among a small group of students (n = 14) from Ankaful Psychiatric Nurses’
Training College in Ghana who did not participate in the main study was
conducted to ensure that the questionnaire was clear and the data collection
method assessed. Descriptive and inferential statistics were used to
analyze the data. Results showed that for the year of study, mean scores for
students in year three on the truth-seeking sub-scale were significantly higher
than mean scores for students in year two. In terms of age, sub-scale scores of
self-confidence and analyticity were positively and significantly correlated.
Sub-scale scores on open-mindedness and inquisitiveness were significantly
but negatively correlated with age. There were no other significant findings.
