A conceptual framework for developing a critical thinking self-assessment scale

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

Nurses must be talented critical thinkers to cope with the challenges related to the ever-changing health care system, population trends, and extended role expectations. Several countries now recognize critical thinking skills (CTS) as an expected outcome of nursing education programs. Critical thinking has been defined in multiple ways by philosophers, critical thinking experts, and educators. Nursing experts conceptualize critical thinking as a process involving cognitive and affective domains of reasoning. Nurse educators are often challenged with teaching and measuring CTS because of their latent nature and the lack of a uniform definition of the concept. In this review of the critical thinking literature, we examine various definitions, identify a set of constructs that define critical thinking, and suggest a conceptual framework on which to base a self-assessment scale for measuring CTS.

Original languageEnglish (US)
Pages (from-to)131-138
Number of pages8
JournalJournal of Nursing Education
Volume52
Issue number3
DOIs
StatePublished - Mar 1 2013

Fingerprint

self-assessment
nursing
nurse
expert
educator
role expectation
Self-Assessment
Thinking
Nurses
Nursing Education
health care
Teaching
Nursing
lack
trend
Delivery of Health Care

ASJC Scopus subject areas

  • Nursing(all)
  • Education

Cite this

A conceptual framework for developing a critical thinking self-assessment scale. / Nair, Girija G.; Stamler, Lynnette Leeseberg.

In: Journal of Nursing Education, Vol. 52, No. 3, 01.03.2013, p. 131-138.

Research output: Contribution to journalArticle

@article{0e546c46403441be98505344d51468b1,
title = "A conceptual framework for developing a critical thinking self-assessment scale",
abstract = "Nurses must be talented critical thinkers to cope with the challenges related to the ever-changing health care system, population trends, and extended role expectations. Several countries now recognize critical thinking skills (CTS) as an expected outcome of nursing education programs. Critical thinking has been defined in multiple ways by philosophers, critical thinking experts, and educators. Nursing experts conceptualize critical thinking as a process involving cognitive and affective domains of reasoning. Nurse educators are often challenged with teaching and measuring CTS because of their latent nature and the lack of a uniform definition of the concept. In this review of the critical thinking literature, we examine various definitions, identify a set of constructs that define critical thinking, and suggest a conceptual framework on which to base a self-assessment scale for measuring CTS.",
author = "Nair, {Girija G.} and Stamler, {Lynnette Leeseberg}",
year = "2013",
month = "3",
day = "1",
doi = "10.3928/01484834-20120215-01",
language = "English (US)",
volume = "52",
pages = "131--138",
journal = "Journal of Nursing Education",
issn = "0022-3158",
publisher = "Slack Incorporated",
number = "3",

}

TY - JOUR

T1 - A conceptual framework for developing a critical thinking self-assessment scale

AU - Nair, Girija G.

AU - Stamler, Lynnette Leeseberg

PY - 2013/3/1

Y1 - 2013/3/1

N2 - Nurses must be talented critical thinkers to cope with the challenges related to the ever-changing health care system, population trends, and extended role expectations. Several countries now recognize critical thinking skills (CTS) as an expected outcome of nursing education programs. Critical thinking has been defined in multiple ways by philosophers, critical thinking experts, and educators. Nursing experts conceptualize critical thinking as a process involving cognitive and affective domains of reasoning. Nurse educators are often challenged with teaching and measuring CTS because of their latent nature and the lack of a uniform definition of the concept. In this review of the critical thinking literature, we examine various definitions, identify a set of constructs that define critical thinking, and suggest a conceptual framework on which to base a self-assessment scale for measuring CTS.

AB - Nurses must be talented critical thinkers to cope with the challenges related to the ever-changing health care system, population trends, and extended role expectations. Several countries now recognize critical thinking skills (CTS) as an expected outcome of nursing education programs. Critical thinking has been defined in multiple ways by philosophers, critical thinking experts, and educators. Nursing experts conceptualize critical thinking as a process involving cognitive and affective domains of reasoning. Nurse educators are often challenged with teaching and measuring CTS because of their latent nature and the lack of a uniform definition of the concept. In this review of the critical thinking literature, we examine various definitions, identify a set of constructs that define critical thinking, and suggest a conceptual framework on which to base a self-assessment scale for measuring CTS.

UR - http://www.scopus.com/inward/record.url?scp=84874706204&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84874706204&partnerID=8YFLogxK

U2 - 10.3928/01484834-20120215-01

DO - 10.3928/01484834-20120215-01

M3 - Article

C2 - 23402245

AN - SCOPUS:84874706204

VL - 52

SP - 131

EP - 138

JO - Journal of Nursing Education

JF - Journal of Nursing Education

SN - 0022-3158

IS - 3

ER -