Soft Skills and Critical Thinking Disposition: Its Relation to Self-reported Professional Competence among Bachelor’s Degree Staff Nurses

Noeman, Mervat Abd Elmonem; Mohamed, Nadia Taha; Elksas, Eman Ismail Ibrahim

doi:10.21608/menj.2025.461593

Soft Skills and Critical Thinking Disposition: Its Relation to Self-reported Professional Competence among Bachelor’s Degree Staff Nurses

Document Type : Original Article

Authors

¹ Assistant Professor of Nursing Administration, Faculty of Nursing, Damanhour University, Egypt.

² Assistant Professor of Nursing Administration, Faculty of Nursing, Cairo University, Egypt.

³ Lecturer of Nursing Administration, Faculty of Nursing, Damanhour University, Egypt.

10.21608/menj.2025.461593

Abstract

Abstract: Background: In the evolving landscape of healthcare, the professional role of bachelor's degree staff nurses extends beyond technical proficiency to include interpersonal, cognitive, and reflective competencies, which reflect their confidence and readiness to provide high quality and holistic care. Purpose: To examine soft skills and critical thinking disposition; and its relation to self-reported professional competence among bachelor’s degree staff nurses. Research design: A descriptive, correlational research design was utilized. Setting: This study was carried out at Kafr El-Dawar General Hospital. Sampling: A convenience sampling, including all bachelor’s degree staff nurses (n=141), who were working at the previously mentioned settings. Instruments: Three instruments were used) Soft Skills Assessment Scale; Critical Thinking Disposition Questionnaire; and Self-reported Competence Scale(. Results: Current study indicated that the majority of bachelor’s degree staff nurses (79 %) had high level of soft skills; 76% of them had high level of critical thinking disposition; and 67.7 % of them had high level of self-reported professional competence. Conclusion: There was a highly statistical significant positive correlation between soft skills, critical thinking disposition, and self-reported professional competence among bachelor’s degree staff nurses. Recommendations: Hospital policies prioritize professional development in both technical and non-technical competencies through the provision of workshops, programs, and conferences that enhance bachelor’s degree staff nurses’ soft skills and strengthen their critical thinking disposition.

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