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Quantitative research on critical thinking and predicting nursing students' NCLEX-RN performance
1Gwynedd-Mercy College, Gwynedd Valley, Pennsylvania, USA. romeo.e@gmc.edu
The Journal of Nursing Education
|April 24, 2010
Summary
This review examines how critical thinking skills in nursing students are measured and if they predict success on the National Council Licensure Examination-Registered Nurse (NCLEX-RN). Findings highlight the need for clearer definitions and better assessment tools for critical thinking in nursing education.
Area of Science:
- Nursing Education
- Cognitive Science
Background:
- Critical thinking is a fundamental skill in nursing education.
- Defining, teaching, and measuring critical thinking in nursing students has been a long-standing challenge.
Purpose of the Study:
- To review and analyze quantitative research on measuring critical thinking abilities in undergraduate nursing students.
- To assess the predictive value of critical thinking for National Council Licensure Examination-Registered Nurse (NCLEX-RN) performance.
Main Methods:
- Integrative literature review of quantitative research.
- Analysis of theoretical and operational definitions of critical thinking.
- Examination of instruments used for critical thinking assessment.
Main Results:
- Varied definitions and measurement tools for critical thinking exist in nursing research.
- The predictive role of critical thinking for NCLEX-RN outcomes requires further investigation.
- Identified gaps and limitations in current research on critical thinking in nursing.
Conclusions:
- Clarifying theoretical and operational definitions of critical thinking is essential.
- Development and validation of robust assessment instruments are needed.
- Future research should focus on establishing a clearer link between critical thinking and NCLEX-RN success.
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