Evaluation of cross-cultural adaptation and validation of the Persian version of the critical thinking disposition scale: methodological study

Abstract Introduction Assessing critical thinking disposition is crucial in nursing education to foster analytical skills essential for effective healthcare practice. This study aimed to evaluate the cross-cultural adaptation and validation of the Persian version of the Critical Thinking Disposition Scale among Iranian nursing students. Method A total of 390 nursing students (mean age = 21.74 (2.1) years; 64% female) participated in the study. Face and content validity were established through feedback from nursing students and expert specialists, respectively. Construct validity was assessed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The EFA was used to explore the number of factors and the items that were loading on them. The CFA was used to confirmed the fidnings of the EFA on the same sample. Convergent and discriminant validity were examined, along with reliability through internal consistency and test-retest reliability. Results EFA revealed a two-factor structure, comprising “Critical Openness” and “Reflective Skepticism,” explaining 55% of the total variance. CFA confirmed the model’s fit (χ² = 117.37, df = 43, χ²/df = 2.73, p