<![CDATA[Introduction: Initiation of patient management and prediction of patient prognosis depend on investigationreports. Interpretive ability of common blood investigations demands high level of critical thinking and itis a less focused in nursing education. Therefore, this study aimed at identifying the relationship betweeninterpretive ability of common hematological tests and critical thinking ability among nursing students.Methods: The study design adopted was cross sectional descriptive survey. It was conducted among 140nursing students studying in third and fourth year of Bachelor of Science (B. Sc.) nursing. The data wascollected using demographic tool, interpretive exercises and Yoon’s Critical Thinking Disposition. Results:The median of interpretive ability score on common blood investigations was 13 (IQR – 11, 14). The meancritical thinking score of nursing students was 96 (SD 9.5). Analysis of the relationship between interpretiveability on common blood investigations and critical thinking ability revealed a weak positive correlation whichwas statistically not significant (r=0.141, p=0.096). There was a significant relationship between interpretiveability and intellectual eagerness (r=0.181, p=0.032) and intellectual fairness (r=0.174, p=0.039). Therewas a significant association between interpretive ability and academic performance of the students in theuniversity examinations (F=4.5, p=0.012). Interpretive exercises stimulate critical thinking among students.Conclusion: The students with high intellectual curiosity and intellectual fairness have good interpretiveability, and good academic performance improves ability to interpret common haematological tests.]]>
