Dispositions to think critically among nurse educators

Nurse Educators' critical thinking dispositions have a direct influence on the educational process and its outcome. In fact, the external measure of nurse educators' effectiveness is their graduates'abilities to think critically [6, 13]. Hence, they should demonstrate competence related to critical thinking in order to be role model, open doors to new perspectives of the world for their students, as well as foster self-confidence and encourage lifelong learning. The aim of this study is to determine the critical thinking dispositions among nurse educators. This study was carried out in all scientific nursing departments at the Faculty of Nursing, University of Alexandria, included all nurse educators who were available at the time of data collection in the above mentioned settings and willing to participate [n=151]. The data was collected using California Critical Thinking Disposition Inventory [CCTDI]. the current study revealed that 70.9% of nurse educators had positive disposition toward critical thinking, while less than one quarter of them [21.2%] had ambivalence disposition and only 7.9% strong positive disposition toward critical thinking disposition. It can be seen that the critical thinking self-confidence and analyticity subscale had higher mean scores, whereas the truth seeking subscale had the lowest mean score. There was a significant difference between nurse educators' academic degree and truth seeking, systematicity and total critical thinking disposition scores. The findings of this study revealed that the highest scores in self-confidence and analyticity and the lowest score in truth seeking. So, Studies should be conducted to examine the relationship between critical thinking dispositions and other variables such as critical thinking skills, thinking styles, leadership styles, personality type, teaching styles, burnout, and nurse educators' roles and core competencies