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Updated: May 10, 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 of registered nurses in a fellowship program.

Susan Zori¹, Nina Kohn, Kathleen Gallo

¹Long Island Jewish Medical Center, New Hyde Park NY, USA. szori@nshs.edu

Journal of Continuing Education in Nursing

|June 14, 2013

Summary

Registered nurses (RNs) in a fellowship program showed no significant changes in critical thinking dispositions after an educational intervention. Further qualitative analysis is underway to explore these complex nursing skills.

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Last Updated: May 10, 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
Professional Development
Cognitive Skills

Background:

Critical thinking is a fundamental skill for effective nursing practice.
Assessing critical thinking dispositions in registered nurses (RNs) is crucial for professional development.
This study investigated changes in critical thinking dispositions among RNs participating in a fellowship program.

Purpose of the Study:

To examine the impact of a nursing fellowship program on the critical thinking dispositions of registered nurses (RNs).
To compare critical thinking disposition scores between an experimental group receiving critical thinking education and a control group.
To identify potential changes in critical thinking dispositions over time within a fellowship setting.

Main Methods:

A quasi-experimental design was employed with control and experimental groups of RNs.
The California Critical Thinking Disposition Inventory (CCTDI) was administered at baseline, week 7, and month 5.
The experimental group received critical thinking education via simulated scenarios and reflective journaling, while the control group did not.

Main Results:

Analysis of variance revealed no statistically significant differences in CCTDI scores within or between groups over the study period.
The experimental group exhibited slightly higher baseline CCTDI scores compared to the control group.
Demographic variables showed no significant differences between the control and experimental groups.

Conclusions:

Critical thinking dispositions are multifaceted, influenced by personality, attitudes, values, and life experiences.
Quantitative methods may not fully capture the nuanced development of critical thinking dispositions in nurses.
A qualitative analysis of reflective journal entries is ongoing to provide deeper insights into dispositional changes.