The effect of the critical thinking disposition of critical thinking education in midwifery students

Abstract

Aim: The aim of this “non-matched control group, time-serial designed” research is to implement an education program for defining and advancing the ability for disposition-based critical thinking of midwifery students. Method: The population of the study consisted of 64 4th class midwifery students studying at a university in Turkey. The sample size was 46 students who volunteered to participate in the study. An education program was conducted in 15 weeks with 11 units, every unit consisting of theoretical knowledge, scenario studies, exercises, and homework in the content of the clinical course. For data collection, the Socio-demographic Features Data Form and the California Critical Thinking Disposition Inventory (CCTDI) were used. The midwifery students kept reflective critical thinking course notes for each clinical day throughout the semester. Results: The mean scores for the midwifery students were 202.60±14.23 on the pre-test and 233.86±19.84 on the post-test. The pre-test critical thinking dispositions of the students in the pre-test and post-test were significantly different (p<0.05). Conclusion: It is concluded that to improve students’ critical thinking disposition, the course was helpful. To improve students’ critical thinking disposition regarding theoretical knowledge, scenario studies, exercises, and homework is suggested.