Ghanaian Nursing Faculty’s Perception of Critical Thinking

Abstract

The ability to critically evaluate information for the purpose of rendering healthcare is a prerequisite for modern nurses in this complex and changing healthcare environment. The nursing faculty’s perception influences the utilization of critical thinking strategies. The purpose of this study was to assess nursing faculty’s perception of critical thinking. A cross sectional descriptive study with cluster sampling technique was used to assess the perception of 106 nurse educators from diploma and degree nursing programs in Ghana. Self-reporting questionnaire was used as the tool for data collection. The results revealed that majority (95.3%) of nurse educators could not provide a complete definition of critical thinking. However, the majority of nurse educators had positive perceptions of critical thinking. Nurse educators in universities had more positive perception of critical thinking than those in the Nurses’ Training Colleges (p=0.007). Course structure and materials, lack of institutional framework, students’ characteristics, time limitations, faculty limitations, and desire for grades were identified as barriers to the promotion of critical thinking. The results suggested that the current nursing programs are not preparing nurses for necessary skills for the complex health care environment. Curriculum review with focus on course content and design as related to critical thinking is required.