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A conceptual framework for developing a critical thinking self-assessment scale
Girija G Nair1, Lynnette Leeseberg Stamler
1South Dakota State University, Brookings, SD, USA.
The Journal of Nursing Education
|February 14, 2013
Summary
Nurses need strong critical thinking skills (CTS) to navigate healthcare complexities. This review clarifies CTS definitions and proposes a framework for measuring these essential nursing competencies.
Area of Science:
- Nursing Education
- Healthcare Management
Background:
- Critical thinking skills (CTS) are vital for nurses facing evolving healthcare demands.
- Recognized globally as an essential nursing education outcome.
- Diverse definitions of CTS exist, complicating teaching and assessment.
Purpose of the Study:
- To review existing literature on critical thinking definitions in nursing.
- To identify core constructs defining critical thinking.
- To propose a conceptual framework for a CTS self-assessment scale.
Main Methods:
- Comprehensive literature review of critical thinking in nursing.
- Analysis of various definitions and conceptualizations.
- Synthesis of identified constructs into a unified framework.
Main Results:
- Multiple definitions of critical thinking identified.
- Key constructs defining CTS in nursing were established.
- A conceptual framework for CTS measurement was proposed.
Conclusions:
- A unified understanding and framework are needed for teaching and assessing CTS in nursing.
- The proposed framework can guide the development of a reliable CTS self-assessment tool.
- Standardized measurement of CTS will enhance nursing education and practice.
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