NURSING: Suliman WA.(2008). Critical thinking and learning styles of students in conventional and accelerated programmes. International Nursing Review. 53(1):73-9. This study assessed differences in critical thinking disposition (CCTDI) and learning styles (KOLB Learning Styles) in nursing students in the conventional (Stream I) and the accelerated (Stream II) baccalaureate nursing education programmes in Saudi Arabia. A convenience sample consisted of 80 Stream I and 50 Stream II students. Stream II students had significantly stronger overall scores (P=0.000), and scores on inquisitiveness (P=0.000) and self-confidence (P=0.002). There was also a weak (r=.209-.328) though significant (P=0.017-0.000) correlation between learning styles and various critical thinking disposition scales.

PSYCHOLOGY: Zhang LF. (2003). Contributions of thinking styles to critical thinking dispositions. Journal of Psychology.137(6):517-44.The main purpose of the author's research was to investigate whether thinking styles significantly contribute to critical thinking dispositions. Two samples of Chinese university students, one from Beijing and the other from Nanjing, participated in the study. The participants responded to the Thinking Styles Inventory (Sternberg & Wagner) and the CCTDI (Facione & Facione). Results from both samples supported the prediction that thinking styles statistically contribute to individual differences in critical thinking dispositions. These findings have implications not only for classroom instruction and assessment but also for academic and nonacademic program development.

NURSING: Zhang H, Lambert V. (2008). Critical thinking dispositions and learning styles of baccalaureate nursing students from China. Nursing Health Science 10(3):175-81.The purposes of this study were to assess the learning styles and critical thinking dispositions of Chinese baccalaureate nursing students and to identify the relationships among the learning styles, critical thinking dispositions, and demographics (100 Chinese baccalaureate nursing students enrolled at two universities). The data were obtained through a Demographic Data Questionnaire, the CCTDI, and the Index of Learning Styles. The primary learning style dimensions were found to be reflective, sensing, visual, and global, while the overall critically thinking disposition in our sample was found to be weak. A number of positive and negative correlations were found among the demographics, learning styles, and critical thinking dispositions. These findings suggest further examination on how to increase nursing students' critical thinking skills based upon their preferred learning styles.

NURSING: Albert RT, Albert RE, Radsma J. (2002). Relationships among bilingualism, critical thinking ability, and critical thinking disposition. Journal of Professional Nursing, 18(4):220-9. Evidence exists supporting relationships between bilingualism and many cognitive factors. In this cross-sectional study a convenience sample of nursing students (N = 111) was administered a French language Cloze Test (C-Test), an English language C-Test, as well as the CCTST and the CCTDI. A curvilinear relationship between bilingualism and critical thinking disposition was observed, but not between bilingualism and critical thinking skills.