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- W169066743 abstract "This is a descriptive study designed to describe critical thinking relevant to the discipline of nursing as viewed by nurse educators. Deans and Directors of 345 NLN accredited 4year baccalaureate schools of nursing were invited to select the faculty member best able to respond to a survey questionnaire on critical thinking in nursing. One hundred twenty-tv/o respondents participated in the study, providing their own expert beliefs and ideas about critical thinking, not necessarily those of other faculty and/or the nursing program. Content analysis methods were used to discover any areas of consensus among the nurse educators responding to the survey questionnaire. Ninety-one (76%) indicated that critical thinking should include both cognitive abilities and affective qualities, while 43% of the respondants listed needed abilities for critical thinking in both domains and 31% of critical thinking definitions included both domains. Little discrimination among activities such as clinical judgment, problem solving, and decision making as examples of 34 critical thinking was found. The significance of context or the complexity of the situation was identified by ?5% of the respondents as a factor influencing if an activity required critical thinking abilities. Introduction The ability to think critically has been identified as essential in nursing practice (Kemp, 1985; Tiessen, 1987; Burnard, 1989; Kramer, 1993; Case, 1994), and therefore, has become a central concern of nurse educators (White, Beardslee, Peters, & Supples, 1990; Jones & Brown, 1991; Bevis, 1993; Hartley & Aukamp, 1994). The establishment of a required outcome criterion for critical thinking as part of the accreditation process by the National League for Nursing (NLN) for baccalaureate nursing programs has further emphasized the need to foster the development of critical thinking abilities of nursing students. Yet, nurse educators struggle with the formidable tasks of defining critical thinking in nursing practice, designing learning experiences to provide opportunities for practicing critical thinking, and evaluating the outcome of those efforts for purposes of program evaluation. Pless and Clayton summarized this struggle, Justifiably, nurses have jumped on the bandwagon of critical thinking...once on the bandwagon, however, the elusive butterfly of critical thinking has been difficult to net''" @default.
- W169066743 created "2016-06-24" @default.
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- W169066743 date "2018-08-13" @default.
- W169066743 modified "2023-10-16" @default.
- W169066743 title "Critical thinking as an outcome measure in baccalaureate schools of nursing" @default.
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- W169066743 doi "https://doi.org/10.31274/rtd-180813-9983" @default.
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