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Measuring critical thinking: one step forward, one step back.

Catherine M Walsh1, Lisa A Seldomridge

  • 1Department of Nursing, Salisbury University, Salisbury, MD 21801, USA. cmwalsh@salisbury.edu

Nurse Educator
|July 21, 2006
PubMed
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Nursing programs struggle to measure critical thinking development despite its 1991 mandate. Faculty find it difficult to interpret data on student critical thinking assessment for curricular improvement.

Area of Science:

  • Nursing Education
  • Higher Education Assessment

Background:

  • The National League for Nursing mandated critical thinking as an explicit program outcome in 1991.
  • This led nursing programs to define and measure critical thinking, driving research in this area.
  • Despite efforts, faculty still face challenges interpreting assessment data for curriculum enhancement.

Purpose of the Study:

  • To explore the challenges nursing faculty face in assessing and interpreting critical thinking data.
  • To understand the difficulties in using critical thinking assessment data for curricular improvement in nursing programs.

Main Methods:

  • The abstract does not specify the methods used in the study.
  • Further details on the research methodology are needed to assess the study's approach.

Related Experiment Videos

Main Results:

  • Faculty struggle to make sense of the data collected on student critical thinking.
  • Nearly 15 years after the mandate, effective interpretation of critical thinking assessment data remains a challenge.

Conclusions:

  • There is a persistent gap between the goal of assessing critical thinking for curricular improvement and the practical ability of faculty to utilize the collected data.
  • Further research is needed to develop effective strategies for interpreting and applying critical thinking assessment data in nursing education.