Interpretive Ability on Common Haematological Tests and critical thinking ability among B.Sc Nursing students

Abstract

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 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.