A proposed framework for teaching and evaluating critical thinking in nursing

Area of Science:

• Nursing Education
• Cognitive Science

Background:

• National League for Nursing mandates critical thinking as an explicit outcome in nursing education.
• Existing literature on teaching critical thinking is largely theoretical, lacking practical application for faculty.

Purpose of the Study:

• To present a foundational framework for teaching and evaluating critical thinking in nursing education.
• To operationalize critical thinking components for practical use by faculty and students.

Main Methods:

• Development of a framework by a faculty task force at Indiana University School of Nursing.
• Utilizing a conceptual definition of critical thinking informed by interdisciplinary experts.
• Focusing on operational definitions for six core components: interpretation, analysis, evaluation, inference, explanation, and self-regulation.

Main Results:

• A practical framework for teaching and evaluating critical thinking has been developed.
• The framework operationalizes critical thinking components, making them more accessible for educational settings.
• Assumptions include the universality of rational thinking principles across educational levels and the utility of operational definitions.

Conclusions:

• The developed framework offers a practical approach to integrating critical thinking instruction and assessment in nursing programs.
• Operationalizing critical thinking enhances faculty and student comprehension and application.
• This framework addresses the need for evidence-based, practical tools in nursing education to meet accreditation standards.