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The objective of this descriptive research was to study the relationship among learning styles, critical thinking dispositions, and learning achievement. The population was the 250 nursing students of Suan Dusit University studying in Years 1-4 of the Nursing bachelor’s degree. The data were collected by a 3 part questionnaires, including demographic data, class, learning achievement, critical thinking deposition, and learning styles. Cronbach’s alpha coefficients were .84, and .87, respectively. The data were analyzed by descriptive statistics, Spearman’s Rank Correlation Coefficient, and Kruskal-Wallis tests. The results showed that mean age of the sample was 20.3 years (SD=1.72) and grade point average was 3.00-3.50. Most of the students were freshmen. The 4th year students had the highest median score for overall scores of critical thinking deposition (median=225) and for the categories of systematicity (median=37), analyticity (median=32), and inquisitiveness (median=31). Students in different years of study were not different in their learning styles. in the two main styles were dependent style and independent style. There was a positive significant relationship between competitive style and critical thinking deposition in overall dimensions (r=.21, p<.01), inquisitiveness (r=.14, p<.05), maturity (r=.15, p<.05), and truth-seeking (r=.23, p<.01), whereas learning achievement was not found to be statistically significant. The findings support teaching and learning methods with group discussions, the sharing of ideas, and team work, will develop critical thinking among nursing students.
บทความและรายงานวิจัยในวารสารพยาบาลกระทรวงสาธารณสุข เป็นความคิดเห็นของ ผู้เขียน มิใช่ของคณะผู้จัดทำ และมิใช่ความรับผิดชอบของสมาคมศิษย์เก่าพยาบาลกระทรวงสาธารณสุข ซึ่งสามารถนำไปอ้างอิงได้
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