الفهرس 
Introduction and Aim of the Study
Various Definitions of Critical ThinkingOnly 14 pages are availabe for public view
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Abstract
This study aimed to assess the critical thinking teaching skills among Faculty nursing students. Research design: A descriptive design was utilized in this study. Setting: The study was conducted at Faculty of Nursing Departments affiliated to Ain Shams University. Subjects: A stratified random sample include two hundred and four Faculty of Nursing students‘ of different specialties in the academic year 2012- 2013at the previously mentioned setting. The second subjects included in the study were faculty staff members, selected randomly from each department. Total thirty faculty staff members selected randomly out of one hundred faculty staff members enrolled in the academic year 2012-2013. Tools of Data Collection: Data were collected through using a structured questionnaire format include California Critical Thinking Disposition Inventory (CCTDI) and observational checklist. Results: This study revealed that the majority of sub-scales of CCTDI students showed an ambivalent disposition toward critical thinking, in addition there was a statistical significant difference in relation to open-mindedness, and cognitive maturity. Conclusion: The study concluded that the majority of the studied students‘ didn‘t know the knowledge related to critical thinking, the majority of the nursing faculty staffs were applying critical thinking teaching skills, transferred their experiences to students and focused on student learning. Recommendations: The study recommended staff development for application of critical thinking approach, a critical thinking profile of each student at the beginning of nursing program in their assessment plans should included and periodical checkups for nursing students for thinking dispositions through teacher, peer, and self feedback and revising nursing curriculum to meet the opportunities of critical thinking practices.