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Abstract Introduction: Critical thinking is an important aspect of the nursing profession and is considered particularly critical in the clinical activity. But there were no important notice on it. It seems that it's necessary to assess barriers of critical thinking in nurses and nursing students. So we can match theoretical teaching with clinical experiences, because decision making is not possible only with stereotype teaching and need creative solution. Materials and Method: This cross–sectional was done on three groups of teachers, students and nurses. Sampling methods for teachers was censuses and for students and nurses were randomization. We used a researcher-made tool that its validity and reliability was approved by members of university and test-retest method respectively. We used using descriptive and analytical statistics were used to analysis results. Results: The comparison of individual, organizational and personality dimensions were done by One way ANOVA test and showed no significant difference between three groups (p>0.05). However, this difference was significant in educational dimension (p<0.02). Tukey-test showed the difference between students and nurses group (sig=0.031 and CI=95%). Conclusion: The use of critical thinking is an undeniable necessity to resolve barriers of it. Using active learning method, new education methods such as concept mapping, problem base learning, designing case reports, put importance on teacher's role as a critical thinker and encourage students to write their clinical experience can be effective solutions.

Keywords: Critical thinking, Barriers, Nursing

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