Influence of empathy, critical thinking disposition, and problem-solving ability on nursing students’ self-growth

Purpose: This study aimed to examine the influence of empathy, critical thinking disposition, and problem-solving ability on nursing students’ self-growth. Methods: We collected data from March 25 to April 12, 2024, from 176 nursing students using a structured questionnaire. We analyzed the data using descriptive statistics, independent samples t-tests, one-way ANOVA, Pearson’s correlation coefficient, and multiple regression analysis with the SPSS/WIN 23.0 program. Results: Statistically significant differences in self-growth were observed based on the general characteristics of nursing students, including gender (t=3.07, <i>p</i>=.003), academic year (t=2.61, <i>p</i>=.010), clinical experience (t=2.61, <i>p</i>=.010), and duration of clinical practice (F=3.72, <i>p</i>=.026). Empathy, critical thinking disposition, and problem-solving ability showed positive correlations with self-growth. Problem-solving ability (β=.32, <i>p</i><.001) and gender (β=.20, <i>p</i>=.004) emerged as significant factors, with an explanatory power of 22.0%. Conclusion: This study identified several factors that affect nursing students’ self-growth. Customized self-growth programs that consider individual problem-solving ability and gender are necessary to support nursing students’ self-growth.