The Relationship Between Critical Thinking Disposition and Self-Esteem in Midwifery Students

Abstract

Background: Students' personal characteristics are among the factors influencing the development of their critical thinking. Selfesteem is a normal influencing personality trait. Self-esteem affects all the aspects of individuals' lives including the way of their thinking and performance. Objectives: Therefore, the current study aimed to determine the relationship between critical thinking disposition and self-esteem in the midwifery students of Mashhad University of Medical Sciences in 2014. Methods: This cross sectional study was carried out on all bachelor students (N = 53) of the Mashhad Nursing and Midwifery Faculty. Data were collected through a personal information form, the Rosenberg's self-esteem questionnaire, and the California critical thinking disposition questionnaire. The collected data were analyzed in SPSS through descriptive statistical methods and a Pearson correlation coefficient test. Results: The vast majority of students (62.26%) had an unsteady critical thinking disposition. However, 84.90% of them had a moderate level of self-esteem. Pearson correlation test showed no significant relationship between critical thinking disposition and self-esteem (P > 0.05). Conclusions: According to the study results, the vast majority of the study cases had a moderate level of self-esteem with an unsteady critical thinking disposition. There was no significant relationship between critical thinking disposition and self-esteem in the studied midwifery students.

Re‐imagining of an undergraduate, second‐degree entry, accelerated nursing program's curriculum utilizing a postmodern, learner‐centred lens and a concept‐based framework

“…In a LCT students learn by means of engaging in problem solving, by creating inquiry questions, by self-evaluating and by thinking critically (Weimer, 2013). Learner-centred teaching involves teaching approaches that allow teacher-learner collaboration, active learner participation, in-depth inquiry, new meaning construction, and critical thinking skill development, facilitating learners to control their learning (Blumberg, 2023;Ellis, 2013;Langari et al, 2022;Weimer, 2013). In a constructivist learning environment, learners engage in active learning by negotiating their understanding by asking questions and finding answers.…”

“…Learners transform from merely receiving knowledge to adopting responsibility, utilizing self-assessment skills, and delivering constructive feedback. A learner-centred approach focuses on learners' existing knowledge and facilitates understanding and knowledge via interactive teaching strategies (Blumberg, 2023;Gunersel & Etienne, 2014;Langari et al, 2022;Weimer, 2013).…”

“…Learner-centred teaching requires educators to shift their beliefs, attitudes, and practices from a more traditional lecturer role to a learning co-facilitator (Blumberg, 2023;Langari et al, 2022;Weimer, 2013). Outcomes of LCT described in the literature include critical thinking, problem-solving, practice-readiness (Langari et al, 2022); positive teaching experiences, and positive classroom climate (Dole et al, 2015;Oyelana et al, 2018).…”

“…As nursing educators, we are committed to placing learners' best interests at the forefront, striving to establish a learner‐centred environment for teaching and learning in our program. Learner‐centred teaching rooted in constructivist philosophies, aids learners in constructing meaning and discovering knowledge through interaction with peers, teachers, and social contexts (Ellis, 2013; Langari et al., 2022; MacLeod et al., 2022; Weimer, 2013). In a LCT students learn by means of engaging in problem solving, by creating inquiry questions, by self‐evaluating and by thinking critically (Weimer, 2013).…”

“…In a constructivist learning environment, learners engage in active learning by negotiating their understanding by asking questions and finding answers. Additionally, they construct new knowledge based on prior experiences and knowledge (Amineh & Davatgari, 2015; Langari et al., 2022). Learning occurs through the active engagement of the learners in the co‐construction of new meanings and knowledge.…”