A Study on the Effects of Critical Thinking Disposition and Nursing Professionalism on Learning Flow among Nursing College Students

Abstract

The purpose of this study is to examine the relationships between nursing college students’ critical thinking disposition, nursing professionalism and learning flow and identify factors influencing the learning flow. Descriptive research was used as a research method, and a structured questionnaire was used to examine the relationships between nursing college students’ critical thinking disposition, nursing professionalism and learning flow and identify factors affecting the learning flow. The SPSS/WIN 24.0 program was used for data analysis, which comprised descriptive statistics, t-test, ANOVA, Schéffe's test, Pearson's correlation coefficients, and multiple regression. The analysis found statistically significant positive correlations between nursing students’ critical thinking disposition, nursing professionalism and learning flow; and identified that grade, personality and major satisfaction among the general characteristics of the subjects and nursing professionalism, are statistically significant factors influencing their learning flow. Therefore, this study suggests that improving nursing college students’ learning flow requires fostering critical thinking disposition and establishing desirable nursing professionalism in students through nursing curriculums by using a range of teaching and learning strategies and making continuous efforts to improve curriculums.