Relationship between Critical Thinking and Information Literacy with Self-Regulation Strategies in Nursing students

Abstract

Introduction: Improving self-regulation strategies is one of the most important purposes in medical education in the century of information. This study aims to investigate relationship between critical thinking and information literacy with self-regulation strategies of Nursing School at Razi Medical Science University in the academic year of 2014-2015. Materials and Methods: This study designed in correlational-descriptive method. In order to doing this study, 160 students of the Nursing School at Razi Medical Science University which were studing in the 2014-2015 academic year were selected. In access sampling method was used to select the participants. In order to collect data California critical thinking "B" Questionnaire (Kuder-Richardson Reliability 0.67), Information Literacy Questionnaire (Cronbach's alpha, 0.81) and Academic self-regulation questionnaire (Cronbach's alpha 0.78) was used. Data were analyzed by SPSS Ver.19 and Persons correlation test. Results: There was a significant relationship between critical thinking and information literacy with self-regulation Strategies (P < 0.05). Also, There were a significant relationship between sub-scale of evaluation, inference, inductive and deductive reasoning with self-regulation (P < 0.05). Conclusions: According to significant relationship between critical thinking and information literacy with relf-regulation Strategies, it can be concluded that promotion of self-regulation relates to enhance the critical thinking and information literacy. In particular, self-regulation strategies and critical thinking are critically important in medical students.