Gender-Based Differences in Critical Thinking Levels among Nursing Students: A Cross -Sectional Study

Abstract

Aims: This study aimed to examine gender-based differences in critical thinking levels among nursing students. Methods: A quantitative descriptive-analytic study with a cross-sectional design was performed. A total of 267 nursing students were included as respondents using a total sampling technique. Data were collected using the Nursing Critical Thinking in Students Questionnaire (N-CT-4). Univariate analysis was used to describe the respondents’ characteristics and critical thinking levels. The Mann–Whitney U test was used to compare critical thinking domain scores between male and female students, while the Chi-square test was applied to compare the distribution of critical thinking levels by gender.  Results: The mean age of the respondents was 21.09±0.70 years, with the majority being female (86.9%). Most students demonstrated moderate critical thinking (50.9%). Male students showed higher median scores across all domains of critical thinking, including personal (130 vs. 123), intellectual (148 vs. 145), interpersonal (71 vs. 62), and technical (21 vs. 19) domains.  However, the Mann–Whitney U test showed no statistically significant differences between male and female students in the personal (p = 0.396), intellectual (p = 0.759), interpersonal (p = 0.270), or technical (p = 0.523) domains. The Chi-square test showed a significant difference in the distribution of critical thinking levels by gender (χ²=6.276; p=0.043). Conclusion: Nursing students generally demonstrated moderate critical thinking, with intellectual skills strongest and technical skills weakest. Gender influenced overall level distribution but not domain scores, highlighting the need for adaptive, inclusive, and student-centered learning.