Motivation for Critical Thinking in Nursing Students in Chile

Area of Science:

• Nursing Education
• Healthcare Professional Development
• Cognitive Psychology

Background:

• Critical thinking (CT) is a vital nursing competency.
• Motivation for critical thinking (MCT) is essential for developing CT.
• Expectancy and value are key components of MCT.

Purpose of the Study:

• To analyze sociodemographic and academic factors influencing MCT in Chilean nursing students.
• To identify specific components of MCT that require improvement.
• To inform strategies for enhancing critical thinking skills in nursing education.

Main Methods:

• Cross-sectional, analytical-correlational study with 478 Chilean nursing students.
• Online questionnaire including the Critical Thinking Motivation Scale.
• Statistical analysis using Pearson's square, Chi-square, means comparison, and logistic regression.

Main Results:

• The expectancy component of MCT had the lowest scores.
• Age correlated with the cost subcomponent (p < .03).
• High school education correlated with the interest subcomponent (p < .01).
• Problem-based learning, professor motivation, and MCT integration in coursework positively impacted MCT.

Conclusions:

• Sociodemographic and academic factors significantly influence nursing students' motivation for critical thinking.
• Targeted interventions are needed to enhance the expectancy component of MCT.
• Integrating MCT strategies and training faculty are crucial for improving CT in nursing education.