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Critical Thinking Resources

Articles on Teaching Critical Thinking in Nursing

  1. Adams, B. L. (1999). Nursing education for critical thinking: An integrative review. Journal of Nursing Education, 38, 3.

    Analysis of 20 research studies of critical thinking in nursing found that the Watson Glaser Critical Thinking Appraisal was used in 18. There was no consistent evidence that nursing education increases critical thinking.

  2. Andreou, C., Papastavrou, E., & Merkouris, A. (2014). Learning styles and critical thinking relationship in baccalaureate nursing education: A systematic review. Nurse Education Today, 34(3), 362-371. doi:10.1016/j.nedt.2013.06.004

    This study attempts to identify the potential relationships between learning styles and critical thinking in baccalaureate nursing students through a systematic review.

  3. Clarke, D. J., & Holt, J. (2001). Philosophy: A key to open the door to critical thinking. Nurse Education Today, 21(1), 71-78. doi:10.1054/nedt.2000.0512

    A learning module for nursing attempts to prepare nurses to understand philosophical inquiry and develop critical thinking skills. Teaching strategies used included exercises involving verbal disagreement and ambiguity and critical examination of publications.

  4. Crawford, T., R. (2011). Using problem-based learning in web-based components of nurse education. Nurse Education in Practice, 11(2), 124-130. doi:10.1016/j.nepr.2010.10.010

    Discusses the application of Problem-based learning (PBL)in promoting critical thinking and utilizing it in web-based environments.

  5. DeSimone, B. B. (2006). Curriculum design to promote the critical thinking of accelerated bachelor's degree nursing students. Nurse Educator, 31(5), 213-217. PHYSICAL COPY AVAILABLE ON THE 2nd FLOOR AT STROZIER LIBRARY

    This project describes the curriculum design of an accelerated bachelor's degree nursing program intended to promote the critical thinking of its students.

  6. Farrar, F. C., & Suggs, L. (2010). Empowering critical thinking skills with computerized patient simulators. Journal of College Teaching & Learning, 7(5), 1-4.

    In this study faculty found computerized patient simulators were a best practice methodology that empowers mastery of critical thinking skills. This evidence-based integrative teaching format allows the process of analyzing, synthesizing, evaluation, and applying information gathered through observation, experience, communication, and reflection.

  7. Freed, P. E., & McLaughlin, D. E. (2013). Promoting cultures of thinking: Transforming nursing education to transform nursing practice. Creative Nursing, 19(4), 174-181. doi:10.1891/1078-4535.19.4.174

    The study explores ideas and suggestions regarding how nurse educators might foster the creation of cultures of thinking, which represent whole-brain, integrated teaching approaches that are based on emerging neurocognitive evidence.

  8. Grossman, S., Deupi, J., & Leitao, K. (2014). Seeing the forest and the trees: Increasing nurse practitioner students' observational and mindfulness skills. Creative Nursing, 20(1), 67-72. doi:10.1891/1078-4535.20.1.67

    The purpose of this quasi-experimental study was to enhance nurse practitioner students' observation and reflective thinking skills using Looking Is Not Seeing, a reflective practice/experiential learning technique that uses art objects to teach observation.

  9. Guhde, J. (2010). Clinical decision-making: Using online exercises and patient simulation to improve students' clinical decision-making. Nursing Education Perspectives, 31(6), 387-389. doi:10.1043/1536-5026-31.6.387

    A challenge for nurse educators is finding activities to help students analyze their thinking as they address clinical problems. The author describes an assignment, given to third-year baccalaureate students, that used both online learning and high-fidelity patient simulation.

  10. Hoffman, J. J. (2008). Chapter 12. teaching strategies to facilitate nursing students' critical thinking. Annual Review of Nursing Education, 6, 225-236.

    Due to the increasingly complex health care environment, memorization of facts is no longer sufficient, because there are too many facts to memorize and what is memorized quickly becomes outdated. Equipping nursing students to be engaged and independent in their learning is essential to critical thinking, lifelong learning, and maintaining competency in order to provide safe nursing care.

  11. Ling-Na Kong, Qin, B., Ying-qing Zhou, Shao-yu Mou, & Hui-Ming Gao. (2014). The effectiveness of problem-based learning on development of nursing students' critical thinking: A systematic review and meta-analysis. International Journal of Nursing Studies, 51(3), 458-469. doi:10.1016/j.ijnurstu.2013.06.009

    The objective of this systematic review and meta-analysis was to estimate the effectiveness of problem-based learning in developing nursing students' critical thinking.

  12. Mandleco, B., L., Bohn, C., Callister, L., C., Lassetter, J., & Carlton, T. (2012). Integrating advanced writing content into a scholarly inquiry in nursing course. International Journal of Nursing Education Scholarship, 9(1), 1-16. doi:10.1515/1548-923X.2213

    The purposes of this project were to (1) evaluate students' learning of writing content integrated into a Scholarly Inquiry in Nursing course by examining differences in scores on a writing assessment taken at the beginning and end of the course; and (2) examine student confidence ratings relative to writing to see if it improved during the course.

  13. MARCHIGIANO, G., EDULJEE, N., & HARVEY, K. (2011). Developing critical thinking skills from clinical assignments: A pilot study on nursing students' self-reported perceptions. Journal of Nursing Management, 19(1), 143-152. doi:10.1111/j.1365-2834.2010.01191.x

    The purpose of the present study was to examine students' perceived levels of confidence for using thinking skills when completing two types of clinical assignments. Clinical educators and managers are challenged to develop teaching and learning strategies that help students think critically and reflectively and transfer these skills into sound nursing practice.

  14. Montenery, S., M., Walker, M., Sorensen, E., Thompson, R., Kirklin, D., White, R., & Ross, C. (2013). Millennial generation student nurses' perceptions of the impact of multiple technologies on learning. Nursing Education Perspectives, 34(6), 405-409. doi:10.5480/10-451

    The aim of this study was to determine how millennial nursing students perceive the effects of instructional technology on their attentiveness, knowledge, critical thinking, and satisfaction.

  15. Naber, J., & Wyatt, T., H. (2014). The effect of reflective writing interventions on the critical thinking skills and dispositions of baccalaureate nursing students. Nurse Education Today, 34(1), 67-72. doi:10.1016/j.nedt.2013.04.002

    Study objectives were to test the effectiveness of a novel reflective writing intervention for improving critical thinking skills and dispositions in nursing students as well as determine the common characteristics of high-scoring participants and determine relationships between scores and institution, gender, age, ethnicity, or experience.

  16. Stanley, D., & Latimer, K. (2011). 'The ward': A simulation game for nursing students. Nurse Education in Practice, 11(1), 20-25. doi:10.1016/j.nepr.2010.05.010

    The Study is meant to evaluate the effectiveness and suitability of 'The Ward' as a simulation game to promote and support students' understanding of decision making, critical thinking and team work in clinical practice situations.

  17. Stevens, J. (2009). Promotion of critical thinking in clinical nursing post conferences: A peer interactive approach. Journal on Excellence in College Teaching, 20(4), 5-29. Request this article through Interlibrary Loan

    The author describes how active-learning strategies within clinical groups can restructure traditional instructor-led post conferences to encourage students' engagement and reflection on critical-thinking processes. The author introduces a user friendly, applicable developmental model that incorporates epistemic cognition as well as a peer interactive design for fostering critical-thinking activities during clinical experiences.

  18. Tschannen, D., & Aebersold, M. (2010). Improving student critical thinking skills through a root cause analysis pilot project. Journal of Nursing Education, 49(8), 475-478. doi:10.3928/01484834-20100524-02

    Faculty at the University of Michigan School of Nursing developed a pilot RCA project for the senior-level Leadership and Management course. While working collaboratively with faculty and unit liaisons at the University Health System, students completed an RCA on a nursing sensitive indicator (pain reassessment or plan of care compliance).

  19. Vacek, J. E. (2009). Using a conceptual approach with concept mapping to promote critical thinking. Journal of Nursing Education, 48(1), 45-48. doi:10.3928/01484834-20090101-11

    This article focuses on the use of assimilation theory and concept maps to facilitate critical thinking experiences in nursing education.

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