How Demographic and Academic Factors Relate to Critical Thinking Skills among Indonesian Nursing Students

doi:10.30994/jnp.v9i3.1011

In brief

How Demographic and Academic Factors Relate to Critical Thinking Skills among Indonesian Nursing Students is a nursing research record that should be interpreted using the available source metadata.

What this article is about

Quick Answer

How Demographic and Academic Factors Relate to Critical Thinking Skills among Indonesian Nursing Students is a nursing research record that should be interpreted using the available source metadata.

Student takeaways

Key Takeaways

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Student summary

Why This Research Matters

This article, 'How Demographic and Academic Factors Relate to Critical Thinking Skills among Indonesian Nursing Students,' investigates the connection between students' personal backgrounds (demographics) and their academic experiences with their ability to think critically. This is a crucial skill for nurses because it helps them make good decisions about patient care, use evidence-based practices, and ensure patients are safe.

The study was conducted at one of the largest private health education institutions in Riau Province, Indonesia. The researchers surveyed 365 nursing students out of an initial group of 400 eligible students, which means a very high response rate (91.3%). They used a questionnaire called the Nursing Critical Thinking in Students Questionnaire (N-CT-4 Students) to measure critical thinking skills. This questionnaire is based on the 4-Circle Critical Thinking Model and has 109 questions that assess different aspects of how students think critically.

The authors frame this as an important nursing problem because, while critical thinking is essential for nurses, there isn't much research from Indonesia about it among its own nursing students. Previous studies have shown mixed results on what factors influence these skills. This study aims to fill a gap by looking specifically at Indonesian nursing students and identifying if certain demographic or academic characteristics are linked to higher levels of critical thinking.

As an undergraduate student, you should appraise several aspects of this research: 1. **Population:** The sample is specific (Indonesian nursing students from one institution). While it provides valuable local data, the findings might not be generalizable to all Indonesian nursing students or those in other countries without further studies. 2. **Instrument:** The N-CT-4 Students questionnaire was used. It's a validated tool for assessing critical thinking in nursing students, which is good. However, understanding what it measures (the four dimensions of the 4-Circle model) and how well it works can be important context. 3. **Statistical Methods:** The researchers used descriptive statistics to summarize data and non-parametric tests like Kruskal-Wallis and chi-square tests because critical thinking scores might not follow a normal distribution, especially when broken down by categories (like gender or academic year). It's good that they chose appropriate statistical methods for their data type. 4. **Source/Reuse Cautions:** The article is from the Journal of Nursing Practice and has an open access status via DOAJ (

Source abstract

Study Overview

Background: Critical thinking is a core competency for nursing students because it supports clinical judgment, evidence-based practice, and patient safety. However, evidence on critical thinking among nursing students in Indonesia remains limited, and findings on the influence of demographic and academic factors are inconsistent.

Purpose: This study aimed to examine the relationship between demographic and academic characteristics and critical thinking levels among Indonesian nursing students.

Methods: This cross-sectional study was conducted at the largest private health education institution in Riau Province, Indonesia. Of the 400 eligible students, 365 completed the survey, resulting in an analyzable response rate of 91.3%. Data were collected using the Nursing Critical Thinking in Students Questionnaire (N-CT-4 Students), which consists of 109 items across four dimensions of the 4-Circle Critical Thinking Model. Data were analyzed using descriptive statistics, the Kruskal–Wallis test, and the chi-square test of independence.

Results: Nearly half of the respondents had a moderate level of critical thinking (48.2%). Inferential analysis showed that gender (χ² = 7.997; p = 0.018), educational program (χ² = 10.886; p = 0.004), academic year (χ² = 12.352; p = 0.015), and semester level (χ² = 12.352; p = 0.015) were significantly associated with critical thinking level. Age was not significantly associated with critical thinking level (H = 4.398; p = 0.111).

Conclusion: Most nursing students demonstrated a moderate level of critical thinking. Critical thinking was associated with gender and academic characteristics, whereas age was not. Nursing educators may strengthen critical thinking through case-based, reflective, and structured clinical learning strategies across the curriculum.

Study type: Open access journal article

Evidence appraisal

Main Findings

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Practice transfer

Clinical Relevance

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Faculty notes

Educational Relevance

How Demographic and Academic Factors Relate to Critical Thinking Skills among Indonesian Nursing Students can be used for source-grounded discussion. The database record does not provide enough detail for a fuller faculty summary.

Critical appraisal

Limitations

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Classroom use

Discussion Questions

Discussion question 1: What does "How Demographic and Academic Factors Relate to Critical Thinking Skills among Indonesian Nursing Students" help nursing students evaluate?
Discussion question 2: What does "How Demographic and Academic Factors Relate to Critical Thinking Skills among Indonesian Nursing Students" help nursing students evaluate?
Discussion question 3: What does "How Demographic and Academic Factors Relate to Critical Thinking Skills among Indonesian Nursing Students" help nursing students evaluate?
Discussion question 4: What does "How Demographic and Academic Factors Relate to Critical Thinking Skills among Indonesian Nursing Students" help nursing students evaluate?
Discussion question 5: What does "How Demographic and Academic Factors Relate to Critical Thinking Skills among Indonesian Nursing Students" help nursing students evaluate?
Discussion question 6: What does "How Demographic and Academic Factors Relate to Critical Thinking Skills among Indonesian Nursing Students" help nursing students evaluate?
Discussion question 7: What does "How Demographic and Academic Factors Relate to Critical Thinking Skills among Indonesian Nursing Students" help nursing students evaluate?
Discussion question 8: What does "How Demographic and Academic Factors Relate to Critical Thinking Skills among Indonesian Nursing Students" help nursing students evaluate?
Discussion question 9: What does "How Demographic and Academic Factors Relate to Critical Thinking Skills among Indonesian Nursing Students" help nursing students evaluate?
Discussion question 10: What does "How Demographic and Academic Factors Relate to Critical Thinking Skills among Indonesian Nursing Students" help nursing students evaluate?

Knowledge check

Quiz

1. What was the primary purpose of this study?

To assess critical thinking skills among Indonesian nurses in practice.
To examine how demographic and academic factors relate to critical thinking levels among Indonesian nursing students.
To develop a new questionnaire for measuring critical thinking in nursing education.
To compare critical thinking levels between different countries' nursing students.

Answer: To examine how demographic and academic factors relate to critical thinking levels among Indonesian nursing students.
Rationale: The abstract explicitly states the purpose as 'This study aimed to examine the relationship between demographic and academic characteristics and critical thinking levels among Indonesian nursing students.'

2. Which institution was the setting for this cross-sectional study?

A public health education institute in Jakarta, Indonesia.
The largest private health education institution in Riau Province, Indonesia.
An international university with a nursing program.
Multiple affiliated hospitals across Indonesia.

Answer: The largest private health education institution in Riau Province, Indonesia.
Rationale: The methods section of the abstract specifies that 'This cross-sectional study was conducted at the largest private health education institution in Riau Province, Indonesia.'

3. What percentage of respondents had a moderate level of critical thinking?

25.1%
48.2%
70.9%
Nearly 100%

Answer: 48.2%
Rationale: The results section states that 'Nearly half of the respondents had a moderate level of critical thinking (48.2%).'

4. Which demographic factor was found to be significantly associated with critical thinking level?

Age
Gender
Religious affiliation
Place of birth

Answer: Gender
Rationale: Under Results, it is reported that 'gender (χ² = 7.997; p = 0.018)' was significantly associated with critical thinking level.

5. Which academic characteristic was found to be significantly associated with critical thinking level?

Age
Major course of study
Academic year
Number of clinical hours completed

Answer: Academic year
Rationale: The Results section indicates that 'academic year (χ² = 12.352; p = 0.015)' was significantly associated with critical thinking level.

6. Which academic characteristic, along with gender and academic year, showed a significant association with critical thinking levels?

Semester level
Previous work experience in healthcare
GPA (Grade Point Average)
Number of published research papers

Answer: Semester level
Rationale: The Results section states that 'semester level (χ² = 12.352; p = 0.015)' was significantly associated with critical thinking level.

7. What statistical test was used to analyze the relationship between demographic factors and critical thinking levels?

Independent samples t-test
One-way ANOVA
Chi-square test of independence
Pearson correlation coefficient

Answer: Chi-square test of independence
Rationale: The methods section mentions that 'Data were analyzed using...the chi-square test of independence,' which was used for categorical variables like gender and educational program.

8. What was the analyzable response rate for this study?

75%
80.2%
91.3%
95%

Answer: 91.3%
Rationale: The methods section states that 'Of the 400 eligible students, 365 completed the survey, resulting in an analyzable response rate of 91.3%.'

9. Which factor was NOT found to be significantly associated with critical thinking level?

Gender
Educational program
Age
Academic year

Answer: Age
Rationale: The results section indicates that 'age was not significantly associated with critical thinking level (H = 4.398; p = 0.111).'

10. Question 10: What should a nursing student evaluate when reading "How Demographic and Academic Factors Relate to Critical Thinking Skills among Indonesian Nursing Students"?

Study design and limitations
Only the title
Social media reactions
Advertising placement

Answer: Study design and limitations
Rationale: Research appraisal requires attention to design, sample, findings, and limits.

Study cards

Flashcards

What was the primary purpose of this study on Indonesian nursing students?

The primary purpose of this study was to examine the relationship between demographic and academic characteristics and critical thinking levels among Indonesian nursing students.

Which institution in Riau Province, Indonesia served as the setting for this cross-sectional study?

This cross-sectional study was conducted at the largest private health education institution in Riau Province, Indonesia.

What percentage of eligible students completed the survey, resulting in an analyzable response rate?

Of the 400 eligible students, 365 completed the survey, resulting in an analyzable response rate of 91.3%.

Which questionnaire was used to measure critical thinking skills among the participants?

Data were collected using the Nursing Critical Thinking in Students Questionnaire (N-CT-4 Students).

How many items does the N-CT-4 Students questionnaire consist of, and how are they distributed across dimensions?

The N-CT-4 Students questionnaire consists of 109 items across four dimensions of the 4-Circle Critical Thinking Model.

What statistical tests were used to analyze the data collected in this study?

Data were analyzed using descriptive statistics, the Kruskal–Wallis test, and the chi-square test of independence.

According to the results, what percentage of respondents had a moderate level of critical thinking?

Nearly half of the respondents (48.2%) had a moderate level of critical thinking.

Which demographic factor was significantly associated with critical thinking level according to the inferential analysis?

Gender was significantly associated with critical thinking level.

What p-value indicates that gender is significantly associated with critical thinking level in this study?

The association between gender and critical thinking level had a p-value of 0.018, indicating statistical significance.

Which academic characteristic (other than semester level) was found to be significantly associated with critical thinking level?

Educational program was significantly associated with critical thinking level.

What chi-square value corresponds to the significant association between educational program and critical thinking level?

The association between educational program and critical thinking level had a chi-square value of 10.886.

Which academic characteristic (other than gender, educational program) was found to be significantly associated with critical thinking level?

Academic year was significantly associated with critical thinking level.

What p-value indicates that academic year is significantly associated with critical thinking level in this study?

The association between academic year and critical thinking level had a p-value of 0.015, indicating statistical significance.

Which academic characteristic (other than gender, educational program, or academic year) was found to be significantly associated with critical thinking level?

Semester level was significantly associated with critical thinking level.

What chi-square value corresponds to the significant association between semester level and critical thinking level?

The association between semester level and critical thinking level had a chi-square value of 12.352.

Which demographic factor, contrary to other findings in this study, was not significantly associated with critical thinking level?

Age was not significantly associated with critical thinking level.

What H-statistic (Kruskal-Wallis test statistic) and p-value indicate that age is not a significant predictor of critical thinking level in this study?

The association between age and critical thinking level had an H-statistic of 4.398 and a p-value of 0.111, indicating it was not statistically significant.

What conclusion did the authors draw regarding most nursing students' critical thinking levels based on their findings?

Most nursing students demonstrated a moderate level of critical thinking.

According to the study's conclusions, what factors were associated with critical thinking among Indonesian nursing students?

Critical thinking was associated with gender and academic characteristics (such as educational program, academic year, semester level).

What specific strategies did the authors suggest for nursing educators to strengthen critical thinking skills in students?

Nursing educators may strengthen critical thinking through case-based, reflective, and structured clinical learning strategies across the curriculum.

Search-ready answers

Frequently asked questions

What was the main purpose of this research study on Indonesian nursing students?

The primary aim of the study, as stated in its abstract, was to examine the relationship between demographic and academic characteristics and critical thinking levels among Indonesian nursing students.