Critical Thinking Dispositions of Mental Health Nursing Students: A Study at the Pantang Nurses’ Training College, Ghana

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.