Factors influencing critical thinking in simulation-based maternal-child nursing education among undergraduate nursing students: a mixed methods study

Table 3 Factors predicting students’ critical thinking in maternal and neonatal practical skills (n = 400)

Factors	B	SE	Beta	T	p	95% CI
Attitude toward simulation-based education	0.165	0.060	0.139	2.731	0.007*	0.046, 0.284
Perception of professional identity	0.274	0.059	0.207	4.607	0.000*	0.157, 0.390
Perceived stress	-0.224	0.099	-0.103	-2.269	0.024*	-0.418, -0.030
Perceived teaching competencies	-0.318	0.187	-0.092	-1.700	0.090	-0.685, 0.050
Attitude toward simulation design:
objectives/information	0.399	0.339	0.111	1.179	0.239	-0.267, 1.066
support	1.164	0.396	0.265	2.943	0.003*	0.386, 1.943
problem solving	0.062	0.349	0.018	0.178	0.859	-0.625, 0.749
feedback	0.211	0.386	0.047	0.546	0.585	-0.548, 0.970
fidelity	-0.512	0.935	-0.036	-0.547	0.585	-2.350, 1.327
Attitude toward simulation importance:
objectives/information	-0.559	0.390	-0.157	-1.433	0.153	-1.327, 0.208
support	0.260	0.465	0.063	0.559	0.576	-0.654, 1.175
problem solving	0.799	0.349	0.239	2.288	0.023*	0.113, 1.486
feedback	-0.420	0.474	-0.099	-0.886	0.376	-1.353, 0.513
fidelity	-0.522	0.996	-0.037	-0.524	0.600	-2.480, 1.436

R = 0.59; R² = 0.35; adjusted R² = 0.32
B = beta coefficient; CI = confidence interval; SE = standard error; t = t-score of a regression model
*p value < 0.05

ISSN: 1472-6955