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Tracing the development of critical thinking in baccalaureate nursing students.
J N Y State Nurses Assoc. 2001 Fall-Winter; 32(2):27-32.JN

Abstract

A repeated measures design was used to trace 83 baccalaureate students' critical thinking (CT) ability as they progressed in a nursing program. CT was assessed with the Watson-Glaser Critical Thinking Appraisal at four strategic junctures in the curriculum; program entry, mid junior year, beginning of senior year, and program exit. Sixty students (Group One) had been in the program when the study began and were not pretested. Group Two (N = 23) was tested at all four junctures. The sample was racially and culturally diverse, predominantly female, and a majority had prior college. Over time, scores tended not to improve, and they were below published norms. Findings are discussed from the perspectives of what constitutes CT in nursing and its measurement, the cultural context of its assessment, and the nature of nursing education and its influence on CT.

Authors+Show Affiliations

Long Island University, Brooklyn Campus, Brooklyn, New York, USA.

Pub Type(s)

Journal Article

Language

eng

PubMed ID

16052905

Citation

L'Eplattenier, N. "Tracing the Development of Critical Thinking in Baccalaureate Nursing Students." The Journal of the New York State Nurses' Association, vol. 32, no. 2, 2001, pp. 27-32.
L'Eplattenier N. Tracing the development of critical thinking in baccalaureate nursing students. J N Y State Nurses Assoc. 2001;32(2):27-32.
L'Eplattenier, N. (2001). Tracing the development of critical thinking in baccalaureate nursing students. The Journal of the New York State Nurses' Association, 32(2), 27-32.
L'Eplattenier N. Tracing the Development of Critical Thinking in Baccalaureate Nursing Students. J N Y State Nurses Assoc. 2001 Fall-Winter;32(2):27-32. PubMed PMID: 16052905.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Tracing the development of critical thinking in baccalaureate nursing students. A1 - L'Eplattenier,N, PY - 2005/8/2/pubmed PY - 2005/9/1/medline PY - 2005/8/2/entrez SP - 27 EP - 32 JF - The Journal of the New York State Nurses' Association JO - J N Y State Nurses Assoc VL - 32 IS - 2 N2 - A repeated measures design was used to trace 83 baccalaureate students' critical thinking (CT) ability as they progressed in a nursing program. CT was assessed with the Watson-Glaser Critical Thinking Appraisal at four strategic junctures in the curriculum; program entry, mid junior year, beginning of senior year, and program exit. Sixty students (Group One) had been in the program when the study began and were not pretested. Group Two (N = 23) was tested at all four junctures. The sample was racially and culturally diverse, predominantly female, and a majority had prior college. Over time, scores tended not to improve, and they were below published norms. Findings are discussed from the perspectives of what constitutes CT in nursing and its measurement, the cultural context of its assessment, and the nature of nursing education and its influence on CT. SN - 0028-7644 UR - https://www.unboundmedicine.com/medline/citation/16052905/Tracing_the_development_of_critical_thinking_in_baccalaureate_nursing_students_ DB - PRIME DP - Unbound Medicine ER -