Xiaomei Li

Xian Jiaotong University Health Science Center, China

Title: Comparison of critical thinking skills of baccalaureate nursing students


Xiaomei Li has completed her Ph.D. in epidemiology In 2008. She got the master degree in Nursing Science from Chiang Mai University, Thailand in 1994 and got bachelor degree of Nursing Science from La Trobe University, Australia, with the support from WHO fellowship program. She is the dean of Faculty of Nursing, School of Medicine, Xi’an Jiaotong University, with the research focus on community care of HIV/AIDS patients, health education on public for control HIV/AIDS, sleep promotion, stress management, community health nursing, and psychosocial care. She is a member of Xi’an Jiaotong University Human Research Protection Review Committee, a member of National Medical Graduate Education Advisory Committee, China, and vise-president of Nursing Education subcommittee in Medical Education Steering Committee, Chinese Ministry of Education, the executive committee member of Chinese National Nursing Textbook Quality Control Council. She is an editorial committee members of International Chinese journal of Nursing, and Editorial Board Member of two International journals: Nursing Education in Practice, Nursing and Health Science.


A comparison of critical thinking skills of baccalaureate nursing students in north east, central and western China was conducted to measure and compare the critical thinking abilities of nursing students based on the California Critical Thinking Disposition Inventory (EETDI). A convenient sampling method was used in each area with 300 participants totally. The baccalaureate nursing student’s critical thinking scores in the three areas were compared for disposition. The findings indicated that in the total as well as the majority of sub-scale areas of critical thinking held by the nursing students of these three areas showed an ambivalence disposition towards critical thinking (mean=277.75 S.D=23.18). The ANOVA indicated that there were statistically significant differences among these three area on the total score as well as six sub-score (P〈0.01~0.001)with students in the central area holding the highest score (mean=288.94, S.D=21.18). The Tukey’s HSD indicated that the total mean score was statistically higher for students in central area than those for students in north eastern and in western areas. (p<0.001). There was also a significance difference between students in the eastern and western area (p<0.01).