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A qualitative tool for critical thinking skill development.

Janice Surina Cise1, Connie S Wilson, Martha J Thie

  • 1University of Indianapolis, School of Nursing, 1400 E. Hanna Avenue, Indianapolis, IN 46227, USA. cise@uindy.edu

Nurse Educator
|July 27, 2004
PubMed
Summary

A new critical thinking self-reflection tool was developed to qualitatively evaluate nursing students. This tool meets faculty needs for assessing critical thinking skills in Baccalaureate of Science Nursing programs.

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Area of Science:

  • Nursing Education
  • Higher Education Pedagogy

Background:

  • Existing quantitative measures inadequately assessed critical thinking in nursing students.
  • Faculty require effective tools for evaluating critical thinking development.

Purpose of the Study:

  • To develop and implement a critical thinking self-reflection tool for Baccalaureate of Science Nursing students.
  • To qualitatively evaluate changes in critical thinking over time.

Main Methods:

  • Development of a critical thinking self-reflection tool.
  • Qualitative evaluation of student self-reflections.
  • Ensuring interrater reliability and content validity.
  • Systematic implementation across all clinical nursing courses.

Main Results:

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  • The developed tool aligns with curriculum concepts of critical thinking.
  • The tool provides a qualitative method for assessing critical thinking development.
  • Established interrater reliability and content validity support the tool's rigor.

Conclusions:

  • The critical thinking self-reflection tool effectively addresses faculty needs for evaluation.
  • This tool offers a valuable method for tracking and fostering critical thinking in nursing education.
  • Systematic implementation ensures consistent application and evaluation of critical thinking skills.