|
Source |
What Was Researched |
Findings |
|
Ali, N. S., Bantz, D. & Siktberg, L. (2005). Validation of critical thinking skills in online responses. Journal of Nursing Education, 44(2), 90-94. |
Discusses the development of a tool to evaluate CT skills in online responses |
Sample involved 53 master’s degree students in 3 online courses.
The tools internal consistency and reliability are adequate.
The tool measured the analysis and synthesis areas of CT adequately but is questionable in the area of evaluation.
Author recommends further testing of its validity & reliability.
|
|
Angel, B.F., Duffey, M., & Elyea, M. (2000). An evidenced-based project for evaluating strategies to improve knowledge requisition & critical thinking performance in nursing students. Journal of Nursing Education, 39, 219-228. |
Longitudinal, quasi experimental study comparing learning outcomes in acquisition of knowledge and CT skills of students exposed to two different teaching strategies.
|
Teaching strategies compared were “structured” and “unstructured”.
Results showed gains in both knowledge and CT performance for all students regardless of teaching strategy.
There was no difference in improvement of CT skills between the two groups.
|
|
Beckie, T.M., Lowry, L.W., & Barnett S. (2001). Assessing critical thinking in baccalaureate nursing students: a longitudinal study. Holist Nurs Pract, 15(3), 18-26. |
Evaluated CT skills in students before and after curriculum revision (new curriculum with emphasis on CT); students evaluated at entry and exit using CCTST. |
Students from old curriculum did not show statistically significant increase in CT scores between entry and exit.
1st class in new curriculum showed statistically significant improvements between entry and exit, and were statistically significantly higher compared to old curriculum students (both at entry and exit).
2nd class in new curriculum did not show improvement in CT between entry and exit, and were not statistically significantly different than scores of students from old curriculum.
|
|
Bell, M.L. Heye, M.L., Campion, L., Hendricks, P.B., Owens, B.L., & Schoonover, J. (2002). Evaluation of a process-focused learning strategy to promote critical thinking. Journal of Nursing Education, 41, 175-177. |
Pilot study investigated use of CT thinking process-focused learning strategy.
|
Analysis of qualitative data resulted in identification of common themes from categories.
Authors indicated themes identified provided valuable information about how students initially experience role development and socialization.
|
|
Bowles, K. (2000). The relationship of critical thinking skills and the clinical judgment skills of baccalaureate nursing students. Journal of Nursing Education, 39, 373-376. |
Investigated relationship of CT skills (as measured by the CCTST) to clinical judgment ability.
|
Found statistically significant relationship between clinical judgment and CT skills
|
|
Brown, J.M., Alverson, E.M., & Pepa C.A. (2001). The influence of a baccalaureate program on traditional, RN-BSN, and accelerated students’ critical thinking abilities. Holist Nurs Pract, 15(3), 4-8. |
Measured change in CT abilities over time using Watson-Glaser CT appraisal. |
Significant differences (improvements) in CT ability found between program entry and exit for the traditional and RN-BSN students, but not with the accelerated students.
|
|
Daley, B.J., Shaw, C.R., Balistrieri, T., Glasenapp, K., & Piacentine, L. (1999). Using concept maps: A strategy to teach and evaluate critical thinking. Journal of Nursing Education, 38, 42-47. |
Study evaluated the use of concept maps as a methodology to teach and evaluate critical thinking by comparing scores on the first and final concept map.
|
Findings showed statistically significant improvements in concept map scores over 1 semester; author contends this is evidence of improved CT skills. |
|
Desimone, B.B. (2006). Curriculum
design to promote the critical thinking of accelerated bachelor’s degree nursing
students. Nurse Educator, 31(5), 213-217. |
Study evaluated the use of concept maps as a methodology
to teach and evaluate critical thinking by comparing scores on the first and
final concept map.
|
Findings showed statistically significant improvements in
concept map scores over 1 semester; author contends this is evidence of
improved CT skills. |
|
Duchscher, J.E. (2003). Critical thinking: perceptions of newly graduated female baccalaureate nurses. Journal of Nursing Education, 42, 14-27.
|
Qualitative study of 5 new graduates during 1 6 months of practice. Interviews conducted to examine decision making and critical thinking with clinical experience. |
Students must see CT concepts consistently applied by educators; must be encouraged to integrate CT approach in both academic and clinical environments.
All participants were previously educated in a “behaviorist paradigm” where behavior change was the primary indicator that learning occurred – the orientation on task performance.
|
|
Duphorne, P. & Gunawardena, C.N. (2005). The effect of three computer conferencing designs on critical thinking skills of nursing students. The American Journal of Distance Education 19(1), 37-50. |
Evaluated effect of computer conference strategies, group roles, and advance organizers on CT skills.
The relationship of learner characteristics (age, nursing GPA, work experience, critical thinking disposition) to critical thinking skills
Critical thinking measured using the CCTST, CCTDI, and a modified version of the Holistic Critical Thinking Scoring Rubric.
|
No significant difference in CT between conferences.
Conferences designed to facilitate critical inquiry showed higher CT means
No significant differences in CT found between groups advance organizers and those not receiving advance organizers
Age, work experience, nursing GPA, and CCTDI were positively correlated with CT skills.
Nursing GPA was found to be the best predictor of critical thinking skills.
|
|
Giddens, J. & Gloeckner, G.W. (2005). The relationship of critical thinking to performance on the NCLEX-RN. Journal of Nursing Education, 44(2) 85-89. |
Differences in CT skills and dispositions between students who passed and failed NCLEX-RN.
Measured changes in CT skills and dispositions over time (entry and exit) using CCTST and CCTDI
|
Statistically significant differences on entry CCTST between those who passed and failed NCLEX.
Statistically significant differences on exit CCTST (on all scores) between those who passed and failed NCLEX.
Statistically significant differences on exit CCTDI between those who passed and failed NCLEX.
No statistically significant changes in entry and exit scores.
|
|
Hannah, V. (2006). The big picture:
Learning to think like a nurse. Journal of Nursing Education, 45(6),
239-240. |
Description of a teaching strategy: clinical
post-conference presentation of complex client in case study format
Intent is to develop CT skills |
Students were intimidated at first, but positive about
the experience Taught students to view clients as “more than just an
illness”
Helped students with communication skills, learn about
other diagnoses, and see “the big picture” by seeing how information fits
together
|
|
Hsu, L. (2004). Developing concept maps from problem-based learning scenario discussions. Journal of Advanced Nursing, 48(5), 510-518. |
Quantitative study examined effect problem based scenarios scores on thinking and problem solving ability as measured by scores on concept maps.
|
Two groups; control group received traditional teaching; experimental group received PBL discussions.
The experimental group had higher scores for proposition and hierarchy.
No significant differences in cross-link and example scores.
Total scores between two groups not statistically significant.
|
|
Ironside, P. M. (2003). New pedagogies for teaching thinking: the lived experiences of students and teachers enacting narrative pedagogy. Journal of Nursing Education, 42, 509-516. |
Qualitative study using Heideggerian hermeneutics to examine how narrative pedagogy influences CT abilities. |
Students instructed using narrative pedagogy result in thinking that maintains openness to other perspectives as well as uncertainty & fallibility
Two themes emerged: Thinking as Questioning and Practicing Thinking.
Learning to interpret clinical situations is just as important as content knowledge and skills interventions.
|
|
Ironside, P. M. (2004). “Covering content” and teaching thinking: deconstructing the additive curriculum. Journal of Nursing Education, 43(1), 5-12. |
Qualitative study using Heideggerian hermeneutics to explore the implementation of narrative pedagogy and how this influences thinking. |
Participants included 36 nursing instructors from various types of nursing schools.
Narrative approach links thinking to content knowledge by decentralizing content as the focus of the course and the teacher as the expert.
Centralizes on social knowledge and multiple perspective thinking.
|
|
Kuiper, R. A. & Pesut, D. J. (2004). Promoting cognitive and metacognitive reflective reasoning skills in nursing practice: self-regulated learning theory. Journal of Advanced Nursing, 45, 381-391. |
Explored impact of self-regulated learning theory on reflective practice and the development of clinical reasoning skills. |
Both CT and reflective practice are linked to the development of clinical reasoning; focus on one exclusive of other limits the full development of reflective clinical reasoning.
Development of reflective clinical reasoning using both CT and reflective practice skills can be accomplished through the application of self-regulated learning theory.
|
|
Martin, C. (2002). The theory of critical thinking of Nursing. Nursing Education Perspectives, 23(5), 243-247. |
Evaluated the relationships among CT, decision-making, and clinical nursing expertise. CT was measured with Elements of Thought Instrument.
|
CT and decision making increased with the level of clinical expertise.
|
|
May, B.A., Edell, V., Butell, S., Doughty, J., & Langford, C. (1999). Critical thinking and clinical competence: a study of their relationship in BSN seniors. Journal of Nursing Education, 38, 100-110. |
Investigated the relationship between critical thinking and clinical competency using CCTST. |
No statistically significant relationship between CT and clinical competency was reported. |
|
Maynard, C.A. (1996). Relationship of critical thinking ability to professional nursing competence. Journal of Nursing Education, 35, 12-18. |
This study looked at the relationship between critical thinking ability (as measured by WGCTA) and professional competence as defined by Benner’s stages of skills acquisition. |
CT ability did not change during nursing school (sophomore to senior).
A significant improvement in CT ability was found as practicing nurses.
No relationship was found between CT scores and clinical competence.
The key component of practice was the key influencing factor on the development of competence and critical thinking.
|
|
McCarthy, P., Schuster, P., Zehr, P., & McDougal, D. (1999). Evaluation of critical thinking in a baccalaureate nursing program. Journal of Nursing Education, 38, 142-144. |
Compared CT ability in beginning and graduating nursing students using CCTST and CCTDI. |
Significant differences in CT skills from the sopho9more year to the senior year.
Reported significant differences between sophomores and seniors on the CCTDI (total score and 4 subscale scores).
|
|
Myrick, F. & Yonge, O. (2004). Enhancing critical thinking in the preceptorship experience in nursing education. Journal of Advanced Nursing, 45(4), 371-380. |
Grounded theory approach, examined the role and experience of preceptorship in the enhancement of CT in graduate education. |
The Relational Process with two key elements (the one-to-one relationship and a driving force) contributed directly to enhancing CT.
|
|
Perciful, E.G. (1996). The effect of an innovative clinical teaching method on nursing student’s knowledge & critical thinking skills. Journal of Nursing Education, 35, 23-28. |
Quasi-experimental study to determine the effect of clinical teaching method on knowledge acquisition (as measured by Mosby Assess Test) and CT skills (as measured by NLN Psych exam) during a psych clinical rotation.
|
Experimental group had clinical teaching that included CAI and collaboration model. The control group had a “traditional” clinical experience and teaching methods.
Results showed no difference in knowledge between the groups
CT scores were better in the experimental group compared to the control group.
|
|
Rossignol, M. (1997). Relationship between selected discourse strategies and student critical thinking. Journal of Nursing Education, 36, 467-475. |
Investigated the relationship between discourse strategies and CT in post conference setting.
|
Discourse was measured using Bellack’s Linguistic Analysis System: CT was measured using CCTST. |
|
Sandor, M.K., Clark, M., Campbell, D., Rains, A.P., & Cascio, R. (1998). Evaluating critical thinking skills in a scenario-based community health course. Journal of Community Health Nursing, 15(1), 21-29. |
Looked at influence of a scenario-based community health course on critical thinking scores (measured by the WGCTA) of senior nursing students.
Study also looked at the relation of the type of educational institution attended prior to nursing school enrollement and types of electives taken to WGCTA scores.
|
Statistically significant improvements in pretest and posttest WGCTA subscale scores of Interpretation and Evaluation, and on the Total Score were reported for those who completed the course.
Students who completed nursing prerequisites in midsized 4-year universities had higher pretest scores on most WGCTA subscales compared to students who did not attend such schools.
The types of electives taken were not reported to be significant in critical thinking scores.
|
|
Schoening, A.M., Sittner, B.J. &
Todd, M.J. (2006). Simulated clinical experience: Nursing students’ perceptions
and the educators’ role. Nurse Educator, 31(6), 253-258. |
Description of a simulated clinical experience with a
high fidelity simulator to replace 6 hours of clinical experience
Development, implementation, & evaluation of scenario
followed Joyce & Weil’s (1996) 4 phase teaching model for simulation
Evaluation was of student perceptions, not of learning or
skill acquisition |
Overall student perception was positive in all areas of
skills / hands-on/ practice, confidence / self-efficacy / non-threatening
environment, critical thinking / realism / knowledge review/decision making,
value / transferability / satisfaction, teamwork / communication /
preparedness Not known whether the positive results translate into
increased clinical competence
|
|
Shin, K., Jung, D.Y., Shin, S., &
Kim, M.S. (2006). Critical thinking dispositions and skills of senior nursing
students in associate, baccalaureate, and RN-to-BSN programs. Journal of
Nursing Education, 45(6), 233-237. |
Comparison study of Korean ADN, BSN, and RN-to-BSN
students results on the California Critical Thinking Disposition Inventory (CCTDI)
and California Critical Thinking Skills Test (CCTST) |
The average score (for all 3 groups) on the CCTDI and the
CCTST was less than the mean There was a statistical difference between scores of the
3 groups with BSN students scoring best
There is a statistical relationship between the CCTDI and
the CCTST
Lower-than-average scores may reflect authoritarian
nature of Korean education |
|
Spelic, S.S. (2001). Evaluation of critical thinking outcomes of a BSN program. Holist Nurs Pract, 15(3), 27-34. |
Evaluated CT as an outcome measure of a new curriculum using CCTST. |
Significant improvements between entry and exit CT scores were found in the total score and all subscale scores for students in three undergraduate tracts (traditional, accelerated, and RN-BSN). |
|
Shell, R. (2001). Perceived barriers to teaching for critical thinking by BNS nursing faculty. Nursing and Health Care Perspectives, 22, 286-291. |
Survey research aimed at identifying barriers to implementing CT teaching strategies by nursing faculty. |
Greatest barriers reported by nsg faculty were students’ attitudes and expectations, time constraints, and perceived need to teach content. |
|
Stewart, S. & Dempsey, L. (2005). A longitudinal study of baccalaureate nursing students’ critical thinking dispositions. Journal of Nursing Education, 44 (2), 81-84 |
Longitudinal descriptive study evaluating changes in the CT dispositions of baccalaureate nursing students.
Evaluated correlation between CT and GPA and ERI RN assessment scores.
Examined differences in CT disposition between students who pass versus not pass the NCLEX-RN.
CT was measured using the CCTDI on week 10 of each semester.
|
No significant increase in CT disposition from Sophomore II to Senior II although the scores were highest at the Junior I & II levels.
No correlation found between CT disposition and GPA, NCLEX RN pass status & the ERI RN assessment.
|
|
Stone, C.A., Davidson, L.J., Evans, J.L., & Hansen, M.A.. (2001). Validity evidence for using a general critical thinking test to measure nursing students’ critical thinking. Holistic Nurs Pract, 15(4), 65-74. |
Examination of validity for using CT tests to measure nursing students CT ability and disposition.
|
CT scores had low correlations with GPA
CT scores were moderately correlated with SAT scores
CT skill scores not correlated to CT disposition.
Authors suggest nursing programs need to reconsider how CT thinking should be measured and evaluated.
|
|
Suliman, W.A. (2006). Critical
thinking and learning styles of students in conventional and accelerated
programs. International Nursing Review, 53, 73-79. |
Examination of validity for using CT tests to measure
nursing students CT ability and disposition.
|
CT scores had low correlations with GPA CT scores were moderately correlated with SAT scores
CT skill scores not correlated to CT disposition.
Authors suggest nursing programs need to reconsider how
CT thinking should be measured and evaluated. |
|
Twibell, R., Ryan, M. & Hermiz, M. (2005). Faculty perceptions of critical thinking in student clinical experiences. Journal of Nursing Education, 44(2), 71-79. |
Ethnographic qualitative study explored nursing faculty perceptions of teaching CT to baccalaureate student nurses in clinical settings |
Sample consisted of 6 clinical nursing instructors
Two domains presented; putting it altogether and strategies to promote critical thinking
Primary strategies used to teach CT in the clinical setting are asking questions, conducting clinical conferences and evaluating writing assignments including journals.
|
|
Walsh, C.M. (2006). Critical
thinking: Back to square two. Journal of Nursing Education, 45(6),
212-219. |
Discussion of the beliefs and practices that
influence the development of CT in the classroom and clinical settings
Conclusions based on an 8-year study of baccalaureate students
with 2 standardized instruments to measure CT
|
CT is varied and includes different types of thinking
depending on the situation Standardized CT instruments are incomplete and do not
include the “I know it when I see it” component
Since most clinical situations are new to students, CT
will be at a basic level, so it may be unrealistic of faculty to expect more
sophisticated reasoning
Suggestions: choose relevant aspects of CT (e.g. problem
solving, decision making) to foster and measure; promote thinking in the
classroom and clinical setting; use classroom technology judiciously |
|
Walsh, C.M. & Seldomridge, L.A.
(2006). Measuring critical thinking: One step forward, one step back. Nurse
Educator, 31(4), 159-162. |
Report of an 8-year study of baccalaureate students with
2 standardized instruments to measure CT California Critical Thinking Dispositions Inventory (CCTDI)
and Watson Glaser Critical Thinking Appraisal (WGCTA) tools used
|
No significant patterns (of gain or loss of CT skill)
revealed Only the first and last cohorts showed any gains
Recommend developing a discipline-specific instrument to
measure thinking skills that are fundamental to entry-level nursing
|
|
Walthew, P. J. (2004). Conceptions of critical thinking held by nurse educators. Journal of Nursing Education, 43(9), 408-411. |
Qualitative study using a descriptive interpretive approach examined nursing educators’ conceptions of critical thinking. |
The central feature of CT for decision making is rational, logical thinking. Aspects of logical thinking include:
- Gathering information
- Pattern recognition
- Linking practice to theory
- Situation analysis
- Presenting arguments
- Problem solving
|
|
Wheeler, L.A. (2003). The influence of concept mapping on critical thinking in baccalaureate nursing students. Journal of Professional Nursing, 19, 339-346. |
Quasi-experimental study using pretest posttest design to evaluate effectiveness of concept mapping in developing CT skills (as measured by CCTST).
Experimental group used concept maps; the control group used traditional careplan methods.
|
Study found a significant difference between mean pre and post test scores for all students.
The group using concept maps improved significantly on the total score, the analysis, and evaluation subscales.
The control group improved significantly on only the subscale; and decreased significantly on inference subscale.
Findings suggest concept mapping is effective in helping students develop CT skills.
|
|
Whitehead, T.D. (2006). Comparison
of native versus nonnative English-speaking nurses on critical thinking
assessments at entry and exit. Nursing Administration Quarterly,
30(3), 285-290. |
Used the Assessment Technologies Institute Critical
Thinking Assessment (ATI CTA) instrument. Entry and exit scores for 1341 students, both native and
nonnative English-speaking were examined. |
Differences in ATI CTA scores or NCLEX scores for the two
groups were not significantly different |
|
Yeh, M.L., & Chen, H.H. (2003). Comparison affective dispositions toward critical thinking across Chinese and American baccalaureate nursing students. Journal of Nursing Research, 11, 39-46. |
Compare affective dispositions toward CT between Chinese and American nursing students, using CCTDI.
|
Differences between the two groups were found on 4 of the scales, suggesting differences may be cultural. |
|
Yeh, M. & Chen, H. (2005). Effects of an educational program with interactive videodisc systems in improving critical thinking dispositions for RN-BSN students in Taiwan. International Journal of Nursing Studies, 42(3), 333-40. |
Quantitative study used a pre-/post-test quasi-experimental design to examine the effects of interactive videodisc systems (IVS) on the affective disposition of CT in RN-BSN students. |
After the IVS program, the disposition toward CT reached standard levels and showed significant differences except in the areas of inquisitiveness & truth-seeking although truth-seeking did show some improvement.
There is an correlation between age & practice & overall disposition
|
