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Background <p>There is an urgent need for the highly qualified nursing staff and gender-diverse nursing team to promote the national health, which makes the personalized nursing education based on gender equality particularly important for the preparation of nursing workforce.</p> Methods <p>This study was a cross-sectional study. The participants were asked to complete the Chinese version of the Critical Thinking Scale, Self-directed Learning Scale and humanistic caring scale. Data were examined using Chi-square test, Pearson correlation and hierarchical multiple linear regression.</p> Results <p>We observed a small but significant gender difference (<i>t</i> = -2.004, <i>P</i> = 0.046, Cohen's <i>d</i> = -0.240) in critical thinking ability among female (Mean score = 100.04 ± 12.40) and male nursing students (Mean score = 103.1 ± 14.18). However, there were no gender differences between male and female nursing students in the overall scores of self-directed learning and humanistic caring abilities. Self-directed learning and humanistic caring abilities were identified as two key variables associated with variations in critical thinking ability among nursing students. Moreover, gender differences were observed in the strength of the associations among self-directed learning (female: <i>β</i> = 0.576, Δ<i>R</i><sup>2</sup> = 0.207; male: <i>β</i> = 0.412, Δ<i>R</i><sup>2</sup> = 0.112), humanistic caring (female: <i>β</i> = 0.635, Δ<i>R</i><sup>2</sup> = 0.389; male: <i>β</i> = 0.614, Δ<i>R</i><sup>2</sup> = 0.357) and critical thinking ability in undergraduate nursing student.</p> Conclusions <p>This study explored the gender differences in critical thinking, self-directed learning and humanistic caring abilities of nursing students, and also found the different strength of associations among these three key abilities. In the teaching process, nursing educators need to realize the importance of gender issues on nursing education and create gender equality awareness. Gender-mixed reflection activities and case studies that avoid gender-stereotyped roles are recommended.</p>

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Gender differences in critical thinking, self-directed learning and humanistic caring abilities among undergraduate nursing students in South China: a cross-sectional study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月4日

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  • Zitong Zhang,
  • Peijuan Jiao,
  • Xiaorou Zeng,
  • Wanting Zhang,
  • Cai Deng,
  • Junxiang Chen,
  • Jia Chen,
  • Li Liu,
  • Ya Shi,
  • Honghong Wang,
  • Can Gu

摘要

Background

There is an urgent need for the highly qualified nursing staff and gender-diverse nursing team to promote the national health, which makes the personalized nursing education based on gender equality particularly important for the preparation of nursing workforce.

Methods

This study was a cross-sectional study. The participants were asked to complete the Chinese version of the Critical Thinking Scale, Self-directed Learning Scale and humanistic caring scale. Data were examined using Chi-square test, Pearson correlation and hierarchical multiple linear regression.

Results

We observed a small but significant gender difference (t = -2.004, P = 0.046, Cohen's d = -0.240) in critical thinking ability among female (Mean score = 100.04 ± 12.40) and male nursing students (Mean score = 103.1 ± 14.18). However, there were no gender differences between male and female nursing students in the overall scores of self-directed learning and humanistic caring abilities. Self-directed learning and humanistic caring abilities were identified as two key variables associated with variations in critical thinking ability among nursing students. Moreover, gender differences were observed in the strength of the associations among self-directed learning (female: β = 0.576, ΔR2 = 0.207; male: β = 0.412, ΔR2 = 0.112), humanistic caring (female: β = 0.635, ΔR2 = 0.389; male: β = 0.614, ΔR2 = 0.357) and critical thinking ability in undergraduate nursing student.

Conclusions

This study explored the gender differences in critical thinking, self-directed learning and humanistic caring abilities of nursing students, and also found the different strength of associations among these three key abilities. In the teaching process, nursing educators need to realize the importance of gender issues on nursing education and create gender equality awareness. Gender-mixed reflection activities and case studies that avoid gender-stereotyped roles are recommended.