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Updated: May 17, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Critical thinking and creativity in nursing: learners' perspectives.

Zenobia C Y Chan¹

¹School of Nursing, The Hong Kong Polytechnic University, Hung Hom, Hong Kong. hszchan@inet.polyu.edu.hk

Nurse Education Today

|October 13, 2012

Summary

Nursing students hold diverse views on creativity and critical thinking, highlighting the need to incorporate learner perspectives into nursing education for a more student-driven curriculum.

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Last Updated: May 17, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Area of Science:

Nursing Education
Higher Education Pedagogy
Cognitive Development

Background:

Critical thinking and creativity are key in nursing programs, yet learner perspectives remain underexplored, particularly in Chinese contexts.
Understanding student viewpoints is crucial for effective curriculum development in nursing.

Purpose of the Study:

To investigate and reveal nursing learners' perspectives on creativity and critical thinking.
To explore the nuances and debates surrounding these concepts from a student viewpoint.

Main Methods:

Qualitative data collection using group interviews and concept map drawings.
Content analysis with axial coding applied to data from 36 nursing students in problem-based learning classes.
Data gathered in private university settings.

Main Results:

Six major themes emerged: revisiting meanings of critical thinking, its relation to knowledge, and whether it implies criticism.
Themes also covered revising meanings of creativity, its link to experience, and practicality.
Identified diverse and sometimes conflicting student views on both concepts.

Conclusions:

Learner perspectives on creativity and critical thinking are varied and essential for nursing education.
Findings suggest implications for curriculum design, emphasizing student-driven knowledge co-construction.
Integrating student voices can enhance the understanding and application of creativity and critical thinking in nursing practice.