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Assessing the critical thinking skills of faculty: What do the findings mean for nursing education?
Nurs Educ Perspect. 2006 Sep-Oct; 27(5):260-8.NE

Abstract

The purpose of this study was twofold: to determine the critical thinking skills of nurse faculty and to examine the relationship between epistemological position and critical thinking. Most participants reported having no education on critical thinking. Data were collected using the California Critical Thinking Skills Test (CCTST) and the Learning Environment Preferences (LEP). Findings from the CCTST indicated that faculty varied considerably in their ability to think critically; LEP findings suggested that participants had not reached the intellectual level needed for critical thinking. In addition, 12 faculty participated in one-hour telephone interviews in which they described experiences in which students demonstrated critical thinking. Despite a lack of clarity on the definition of critical thinking, faculty described clinical examples where students engaged in analysis, inference, and evaluation. Based on these findings, it is recommended that faculty transfer their ability to engage students in critical thinking in the clinical setting to the classroom setting. Benchmarks can be established based on the ability of faculty to engage in critical thinking.

Authors+Show Affiliations

Department of Nursing, College of Health Professions, Temple University, Philadelphia, Pennsylvania, USA. zygmont@temple.eduNo affiliation info available

Pub Type(s)

Journal Article
Research Support, Non-U.S. Gov't

Language

eng

PubMed ID

17036684

Citation

Zygmont, Dolores M., and Karen Moore Schaefer. "Assessing the Critical Thinking Skills of Faculty: what Do the Findings Mean for Nursing Education?" Nursing Education Perspectives, vol. 27, no. 5, 2006, pp. 260-8.
Zygmont DM, Schaefer KM. Assessing the critical thinking skills of faculty: What do the findings mean for nursing education? Nurs Educ Perspect. 2006;27(5):260-8.
Zygmont, D. M., & Schaefer, K. M. (2006). Assessing the critical thinking skills of faculty: What do the findings mean for nursing education? Nursing Education Perspectives, 27(5), 260-8.
Zygmont DM, Schaefer KM. Assessing the Critical Thinking Skills of Faculty: what Do the Findings Mean for Nursing Education. Nurs Educ Perspect. 2006 Sep-Oct;27(5):260-8. PubMed PMID: 17036684.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Assessing the critical thinking skills of faculty: What do the findings mean for nursing education? AU - Zygmont,Dolores M, AU - Schaefer,Karen Moore, PY - 2006/10/14/pubmed PY - 2006/12/9/medline PY - 2006/10/14/entrez SP - 260 EP - 8 JF - Nursing education perspectives JO - Nurs Educ Perspect VL - 27 IS - 5 N2 - The purpose of this study was twofold: to determine the critical thinking skills of nurse faculty and to examine the relationship between epistemological position and critical thinking. Most participants reported having no education on critical thinking. Data were collected using the California Critical Thinking Skills Test (CCTST) and the Learning Environment Preferences (LEP). Findings from the CCTST indicated that faculty varied considerably in their ability to think critically; LEP findings suggested that participants had not reached the intellectual level needed for critical thinking. In addition, 12 faculty participated in one-hour telephone interviews in which they described experiences in which students demonstrated critical thinking. Despite a lack of clarity on the definition of critical thinking, faculty described clinical examples where students engaged in analysis, inference, and evaluation. Based on these findings, it is recommended that faculty transfer their ability to engage students in critical thinking in the clinical setting to the classroom setting. Benchmarks can be established based on the ability of faculty to engage in critical thinking. SN - 1536-5026 UR - https://www.unboundmedicine.com/medline/citation/17036684/Assessing_the_critical_thinking_skills_of_faculty:_What_do_the_findings_mean_for_nursing_education L2 - https://Insights.ovid.com/pubmed?pmid=17036684 DB - PRIME DP - Unbound Medicine ER -