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Source |
What Was Researched |
Findings |
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Beeken, J.E. (1997). The relationship between
critical thinking and self-concept in staff nurses and the influence of these
characteristics on nursing practice. Journal of Nursing Staff Development,
13(5), 272-278. |
Examined relationship between self-concept and critical
thinking ability among nurses. Used the CCTST to measure critical thinking;
Tennessee Self Concept Scale (TSCS) was used to measure self concept. |
No statistically significant correlation between CCTST and TSCS scores.
Nurses with a baccalaureate degree had statistically significantly higher
CCTST scores compared to nurses with an associate/diploma degree. |
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Eisenhauer, L.A. Hurley, A.C. &
Dolan, N. (2007). Nurses’ reported thinking during medication administration.
Journal of Nursing Scholarship, 39(1), 82-87. |
Descriptive, retrospective interviews of nurses and
real-time taping of nurses’ thoughts surrounding medication administration |
Identified 10 areas of thinking regarding medication
administration: communication, dose-time, checking, assessment, evaluation,
teaching, side effects, work-arounds, anticipating, problem solving, and
administration. Decisions about timing, dosage, or selection of specific
meds (e.g. pain meds) provided most explicit data re CT
Nurses’ CT regarding medication administration extended
beyond the 5 rights |
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Hicks, FD, Merritt, SL, Elstein AS. (2003).
Critical thinking and clinical decision making in critical care nursing: a pilot
study. Heart & Lung, 32(3), 169-80. |
Examined relationship of education
level, years of critical care experience, and CT ability and dispositions to
consistency in clinical decision making among critical care nurses. |
Education and experience were not related to CT ability
CT ability not related to decision making consistency.
Years of critical care experience was only factor associated with decision making consistency.
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Howenstein, M.A., Bilodeau, K., Brogna, M.J. &
Good, G. (1996). Factors associated with critical thinking among nurses. Journal
of Continuing Education in Nursing, 27(3), 100-103. |
Assessed the critical thinking ability of nurses using the Watson Galser Critical Thinking Apprasial Tool (WGCTA).
4 variables were evaluated: age, level of education, years of nursing experience, and area of expertise in nursing.
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Age and years of experience correlated negatively with WGCTA scores.
Level of education correlated positively with WGCTA scores.
There was no significant correlation with WGCTA and area of practice.
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Duchscher, J.B. (2003). Critical thinking:
perceptions of newly graduated female baccalaureate nurses. Journal of Nursing
Education, 42(1), 14-27. |
Explores the development of CT in 5 newly graduated BSN RNs
over their first 6 months of nursing practice. |
Evidence existed to both support and refute the practice of CT in the participants; there was a consistent lack of certain elements of critical thinking among participants.
Participants could easily describe CT and the elements of, yet their nsg practice did not always correlate with the application of the elements mentioned; tended to demonstrate linear thinking.
Participants rigidly reproduced ideas related to CT, but were unable to incorporate this into their practice.
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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 and
professional competencies of leadership, critical care, teaching/collaboration,
planning/evaluation, interpersonal communication, and professional development. |
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.
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Polge, J. (1995). Critical thinking: the use of
intuition in making clinical nursing judgments. Journal of the New York State
Nurses Association, 26(2), 4-9. |
This is a descriptive
correlation study that investigated the variables of self-reported level of
nursing proficiency, years of clinical experience, and use of intuition, to
make clinical judgments. |
As the level of proficiency increased, the use of intuition to make judgments also increased.
There was a positive association between the levels of nursing proficiency and years of clinical experience.
As nursing clinical experience increased, there is an increase in the use of intuition to make clinical judgments.
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Profetto-McFrath, J., Hesketh, K.L., Lang, S.,
Estabrooks, C.A. (2003). A study of critical thinking & research utilization
among nurses. Western Journal of Nursing Research, 25(3), 322-337. |
Study investigated the
relationship between CT disposition scores (using CCTST) and research
utilization habits. |
Results found positive
correlation between CT disposition score and overall research utilization. |
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Rapps, J.,
Riegel, B., & Glasser, D. (2001). Testing
a predictive model of what makes a critical thinker. Western Journal of
Nursing Research, 23(6), 610-626. |
Purpose of study was to determine if knowledge base, critical thinking skills, critical thinking dispositions, and experience could predict the cognitive development of registered nurses.
Three levels of cognitive development (dualism, relativeism, and commitment) were examined.
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Critical thinking skill was significant contributor to duelism; critical thinking dispositions contributed to all three levels of cognitive development.
Experience contributed to commitment.
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