The Relationship between Nursing Students’ Attitudes Toward Evidence-Based Nursing and Their Critical Thinking Dispositions

Background: Critical thinking disposition is significant for nurses to carry out their care practices in line with accurate and up-to-date evidence.

Aim: The purpose of this study is to determine nursing students’ attitudes toward evidence-based nursing and their critical thinking dispositions and to examine the relationship between them.

Methods: A descriptive correlational design was used in the study. The sample of the study consisted of a total of 163 2nd, 3rd, and 4th-year nursing students at a university in Türkiye. Data collection tools included a student information form, the evidence-based nursing attitude questionnaire (EBNAQ), and the critical thinking disposition scale (CTDS). Data were collected online through Google Forms and analyzed using descriptive, correlational, and linear regression analyses.

Results: The students’ CTDS scores were 198.77 ± 39.71 and EBNAQ scores were 61.83 ± 9.78. It was determined that nursing students’ attitudes toward evidence-based nursing and their critical thinking dispositions were at a high level and that there was a significant positive relationship between the students’ attitudes toward evidence-based practice and their
critical thinking dispositions (r = 0.595, P = 0.001). It was found that gender, school year, and critical thinking dispositions predicted students’ attitudes toward evidence-based practice.

Conclusion: Evidence-based practice and critical thinking skills, which form the basis of clinical decision-making and quality care delivery, should be developed throughout nursing education and be imparted to nursing students. It is necessary to develop comprehensive teaching strategies and integrate them into the undergraduate program to help nursing students develop their critical thinking dispositions and attitudes toward evidence-based practice.