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Assessment of critical thinking in nursing: How should critical thinking be assessed in the clinical setting?

机译：护理中批判性思维的评估：在临床环境中应如何评估批判性思维？

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摘要

Developing critical thinking skills is a major concern in nursing education however, many baccalaureate (BNS) and associate degree (AD) nursing students continue to graduate without the critical thinking skills necessary to begin safe and high quality nursing practice. A review of the literature reflects a large volume of work examining critical thinking and strategies for instruction. There are numerous resources available to instructors and to students, but effective strategies for assessing a student's ability to critically think continue to elude nurse educators. To meet the student learning outcomes, nursing educators need to understand and provide educational opportunities for critical thinking, and the outcomes of such educational opportunities need to be assessed. This study provided clarity regarding the assessment of critical thinking in the clinical setting. A definition of critical thinking provided by Scheffer and Rubenfield (2000) was used as the base definition of critical thinking for this study. A Delphi Research method allowed experts in nursing education from a variety of states to reach a conclusion as to the best practice or method of assessing critical thinking in nursing students during their clinical learning experience. The results of this study indicate that nurse educators believe critical thinking should be assessed using a variety of techniques, in a variety of clinical learning situations and with the establishment of a trusting, safe learning environment. Implications from this study will influence the accuracy, the consistency, and the evidence for best practice of assessing critical thinking among nurse educators and assessment methods for nurse educators.
机译：培养批判性思维技能是护理教育中的主要问题，但是，许多学士学位（BNS）和副学士学位（AD）护理学生继续毕业，而没有开始安全和高质量护理实践所需的批判性思维技能。对文献的回顾反映出大量工作在审查批判性思维和指导策略。有许多资源可供教师和学生使用，但是评估学生批判性思考能力的有效策略仍在继续吸引护士教育者。为了满足学生的学习成果，护理教育者需要理解并提供批判性思维的教育机会，并且需要评估这种教育机会的成果。这项研究为临床环境中的批判性思维评估提供了清晰的依据。 Scheffer和Rubenfield（2000）提供的批判性思维定义被用作本研究的批判性思维的基本定义。 Delphi研究方法使来自各个州的护理教育专家能够得出有关在临床学习过程中评估护理学生批判性思维的最佳实践或方法的结论。这项研究的结果表明，护士教育工作者认为，应该在各种临床学习情况下以及建立一个值得信赖的，安全的学习环境时，使用各种技术来评估批判性思维。这项研究的意义将影响评估护士教育者批判性思维的最佳实践的准确性，一致性和最佳实践的证据，以及护士教育者的评估方法。

著录项

  • 作者

    Paul, Sheila A.;

  • 作者单位

    Capella University.;

  • 授予单位 Capella University.;
  • 学科 Education Adult and Continuing.Health Sciences Nursing.Education Educational Psychology.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 135 p.
  • 总页数 135
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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