Evaluation of cross-cultural adaptation and validation of the Persian version of the critical thinking disposition scale: methodological study.
Hossein Bakhtiari-Dovvombaygi, Kosar Pourhasan, Zahra Rahmaty, Akbar Zare-Kaseb, Abbas Abbaszadeh, Amirreza Rashtbarzadeh, Fariba Borhani
Author Information
Hossein Bakhtiari-Dovvombaygi: Student Research Committee, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
Kosar Pourhasan: Student Research Committee, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
Zahra Rahmaty: Institute of Higher Education and Research in Healthcare, Department of Biology and Medicine, Lausanne University Hospital and University of Lausanne, Lausanne, Switzerland.
Akbar Zare-Kaseb: Student Research Committee, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
Abbas Abbaszadeh: Medical Ethics and Law Research Center, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
Amirreza Rashtbarzadeh: Student Research Committee, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
Fariba Borhani: Medical Ethics and Law Research Center, Shahid Beheshti University of Medical Sciences, Tehran, Iran. faribaborhani47@gmail.com.
INTRODUCTION: Assessing critical thinking disposition is crucial in nursing education to foster analytical skills essential for effective healthcare practice. This study aimed to evaluate the cross-cultural adaptation and validation of the Persian version of the Critical Thinking Disposition Scale among Iranian nursing students. METHOD: A total of 390 nursing students (mean age���=���21.74 (2.1) years; 64% female) participated in the study. Face and content validity were established through feedback from nursing students and expert specialists, respectively. Construct validity was assessed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The EFA was used to explore the number of factors and the items that were loading on them. The CFA was used to confirmed the fidnings of the EFA on the same sample. Convergent and discriminant validity were examined, along with reliability through internal consistency and test-retest reliability. RESULTS: EFA revealed a two-factor structure, comprising "Critical Openness" and "Reflective Skepticism," explaining 55% of the total variance. CFA confirmed the model's fit (���� = 117.37, df���=���43, ����/df���=���2.73, p���<���0.001; RMSEA���=���0.067; CFI���=���0.95; TLI���=���0.93, SRMR���=���0.041). Convergent and discriminant validity were supported, with significant factor loadings (p���<���0.001) ranging from 0.61 to 0.77. The CTDS exhibited strong internal consistency (�����=���0.87) and excellent test-retest reliability (ICC���=���0.96). CONCLUSION: The validation of the CTDS in Persian language settings provides a reliable tool for assessing critical thinking disposition among Iranian nursing students. The two-factor structure aligns with previous research, reflecting students' propensity towards critical openness and reflective skepticism. The study's findings underscore the importance of nurturing critical thinking skills in nursing education.
