Introduction. Given the vital role of critical thinking and possibility of developing this meta-cognitive skill through training programs, the present study was conducted to determine the tendency and effective factors in critical thinking in nursing students. Materials and Methods. The present study is a cross-sectional study that was conducted in 2020 in a school of nursing in northern Iran. Participants in the study were all second to eighth semester nursing students studying in the faculty who entered the study by the census method. Inclusion criteria included employment in the field of nursing in the second semester and above, and exclusion criteria were employment and incomplete completion of the questionnaire questions. The required information was prepared in two parts: the first part of recording demographic information including age, gender, marital status, semester, average score, previous semester average score, and level of interest in the major and the second part was the adopted Ricketts’ critical thinking disposition questionnaire. SPSS 26 software and descriptive and analytical statistics were used to analyze the data. Results. The total average score of critical thinking disposition obtained as 120.20 ± 14.05 35 was found to positively and significantly relate to age (r = 0.150, , d = 0.30), academic 36 semester (, d = 0.25), and interest in the major (, d = 0.38). Dimensions of 37 innovation and maturity were also significantly associated with academic semester and 38 interested in the major. Also, the total score of critical thinking and its dimensions in married people was higher than single, but this difference was not statistically significant. The results of analysis of variance showed that there is a positive and significant relationship between the mean score of tendency to critical thinking and different semesters. Conclusion. Identifying the effective factors in critical thinking disposition can assist teachers in developing lesson plans and academic counseling, and at the macro level, can help with educational planning and revision of curricula.

中文翻译：

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护理专业学生批判性思维倾向的影响因素

介绍。鉴于批判性思维的重要作用和通过培训计划发展这种元认知技能的可能性，本研究旨在确定护理学生批判性思维的趋势和影响因素。材料和方法. 本研究是一项横断面研究，于 2020 年在伊朗北部的一所护理学校进行。该研究的参与者都是通过人口普查方法进入研究的在该学院学习的第二至第八学期护理学生。纳入标准包括在第二学期及以上护理领域就业，排除标准为就业和未完成问卷问题。所需资料分两部分准备：第一部分记录人口统计信息，包括年龄、性别、婚姻状况、学期、平均成绩、上学期平均成绩和对专业的兴趣程度，第二部分是采用的Ricketts'批判性思维倾向问卷。结果。发现批判性思维倾向的总平均得分为 120.20 ± 14.05 35 与年龄呈显着正相关（r  = 0.150，, d  = 0.30), 学业 36 学期 (, d  = 0.25) 和对专业的兴趣 (, d  = 0.38)。37 个创新和成熟度的维度也与学术学期显着相关，38 个对专业感兴趣。此外，已婚人士的批判性思维及其维度的总分高于单身人士，但这种差异无统计学意义。方差分析结果表明，批判性思维倾向的平均分与不同学期之间存在显着的正相关关系。结论。确定批判性思维倾向的有效因素可以帮助教师制定课程计划和学术咨询，并在宏观层面有助于教育规划和课程修订。