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An approach to defining and operationalizing critical thinking

P M Jacobs1, B Ott, B Sullivan

  • 1School of Nursing, Wichita State University, KS, USA.

The Journal of Nursing Education
|January 1, 1997
PubMed
Summary
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Faculty defined and measured critical thinking in nursing education. This process enhanced faculty understanding and improved nursing students' critical thinking skills.

Area of Science:

  • Nursing Education
  • Higher Education Pedagogy
  • Cognitive Science

Background:

  • Defining and measuring critical thinking is essential in undergraduate nursing curricula.
  • Faculty at a midwestern university faced challenges in assessing critical thinking skills.
  • A need existed for a standardized approach to evaluating critical thinking in nursing students.

Purpose of the Study:

  • To develop theoretical and operational definitions of critical thinking for nursing undergraduates.
  • To identify measurable indicators for assessing critical thinking in nursing students.
  • To enhance faculty's understanding and application of critical thinking pedagogy.

Main Methods:

  • Conducting a comprehensive literature review on critical thinking.

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  • Facilitating extensive faculty discussions and collaborative definition development.
  • Incorporating student feedback and evaluative measures.
  • Generating a list of specific indicators to assess critical thinking.

    • Main Results:

    • Established clear theoretical and operational definitions of critical thinking.
    • Developed a validated list of indicators for critical thinking assessment.
    • Increased faculty's depth of understanding regarding critical thinking.
    • Successfully fostered improvements in nursing students' critical thinking abilities.

    Conclusions:

    • The collaborative definition and measurement process was effective.
    • The developed indicators provide a framework for assessing critical thinking in nursing education.
    • Faculty engagement is key to advancing critical thinking in the curriculum.
    • This initiative positively impacted both faculty pedagogical approaches and student learning outcomes.