Assessment of Critical Thinking Skills among Undergraduate Nursing Students, Chennai

Abstract

Aim: Critical thinking is a core competency in nursing, essential for accurate clinical judgment, effective decision-making and high-quality patient care. As healthcare environments become increasingly complex, nursing students must develop the ability to analyze, interpret, and evaluate information systematically. The intention is to identify gaps and provide insights for enhancing nursing education and practice.

Objectives: 1. To evaluate the critical thinking skills of undergraduate; 2. The association between critical thinking skills and selected demographic variables such as a age, religion, type of school, residential area, parental occupation, and dietary habits among undergraduate nursing students.

Approach: A quantitative approach was utilized for this research.

Design: The study employed a descriptive design.

Setting: The research was conducted at Sathyabama College of Nursing.

Sample Size: The sample consisted of 60 undergraduate nursing students from Chennai. Sampling Technique: A non-probability purposive sampling technique was utilized.

Methods of Data Collection: Data were collected using a structured questionnaire.

Tool: The Watson Glaser Critical Thinking Appraisal Scale was used to assess the critical thinking skills of undergraduate nursing students. This standardized tool evaluates an individual’s   ability to think clearly and rationally through five key components.

Results: The results revealed that 50% of the students had inadequate critical thinking skills, 32% had a moderate level, and only 18% had an adequate level. Statistically significant associations were found between critical thinking skills and demographic variables including age, religion, school type, residential area, family type, and parental occupation.