Interpretive Ability on Common Haematological Tests and critical thinking ability among B.Sc Nursing students
Keywords:Nursing care, Nursing students, Baccalaureate Nursing Education, hematological tests, thinking
Introduction: Initiation of patient management and prediction of patient prognosis depend on investigation
reports. Interpretive ability of common blood investigations demands high level of critical thinking and it
is a less focused in nursing education. Therefore, this study aimed at identifying the relationship between
interpretive ability of common hematological tests and critical thinking ability among nursing students.
Methods: The study design adopted was cross sectional descriptive survey. It was conducted among 140
nursing students studying in third and fourth year of Bachelor of Science (B. Sc.) nursing. The data was
collected using demographic tool, interpretive exercises and Yoon’s Critical Thinking Disposition. Results:
The median of interpretive ability score on common blood investigations was 13 (IQR – 11, 14). The mean
critical thinking score of nursing students was 96 (SD 9.5). Analysis of the relationship between interpretive
ability on common blood investigations and critical thinking ability revealed a weak positive correlation which
was statistically not significant (r=0.141, p=0.096). There was a significant relationship between interpretive
ability and intellectual eagerness (r=0.181, p=0.032) and intellectual fairness (r=0.174, p=0.039). There
was a significant association between interpretive ability and academic performance of the students in the
university examinations (F=4.5, p=0.012). Interpretive exercises stimulate critical thinking among students.
Conclusion: The students with high intellectual curiosity and intellectual fairness have good interpretive
ability, and good academic performance improves ability to interpret common haematological tests.
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