الفهرس 
IntroductionOnly 14 pages are availabe for public view
 |  | from | 164 |  |  |
| | | from | 164 | | |
Abstract
Nursing educators agree that critical thinking is an integral component and essential competency for the professional nurse in today’s ever changing health care environment. Therefore, critical thinking is valued educational outcome and a salient feature of the facilitative methods of teaching and learning. Nursing educators who teach nursing need to be familiar with and utilize facilitative methods of teaching and learning, in particular those educational strategies that enhance critical thinking dispositions and congruent with students’ preferences.
Hence, this study aimed to (1) identify critical thinking dispositions of the nursing students, (2) determine the educational strategies preferred by the nursing students and the actual strategies utilized by the faculty, (3) determine the relationship between critical thinking dispositions and preferred educational strategies of the nursing students and
(4) compare between the preferred educational strategies of the nursing students and the utilized educational strategies of the faculty.
The study was conducted in the Faculty of Nursing Alexandria University.
Subjects
The subjects of this study consisted of (50%) of the total number of students of each academic level comprising 630 students. (First year, n=161) (Second year, n=135) (Third year, n=144) (Forth year, n=190). Subjects were selected using the systematic random sampling method