Promoting And Assessing Critical Thinking

1. Simpson E, Courtney M. Critical thinking in nursing education: literature review. Int J Nurs Pract. 2002;8:89–98.[PubMed]

2. Gul R, Cassum S, Ahmad A, Khan S, Saeed T, Parpio Y. Enhancement of critical thinking in curriculum design and delivery: A randomized controlled trial for educators. Procedia-Social and Behavioral Sciences. 2010;2:3219–25.

3. Ku KYL. Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity. 2009;4:70–6.

4. Oja KJ. Using problem-based learning in the clinical setting to improve nursing students’ critical thinking: an evidence review. J Nurs Educ. 2011;50:145–51.[PubMed]

5. Profetto-McGrath J. Critical thinking and evidence-based practice. J Prof Nurs. 2005;21:364–71.[PubMed]

6. Staib S. Teaching and measuring critical thinking. J Nurs Educ. 2003;42:498–508.[PubMed]

7. Tsui L. Faculty attitudes and the development of students’ critical thinking. J General Education. 2001;50:1–28.

8. Yuan H, Williams BA, Fan L. A systematic review of selected evidence on developing nursing students’ critical thinking through problem-based learning. Nurse Educ Today. 2008;28:657–63.[PubMed]

9. Duron R, Limbach B, Waugh W. Critical thinking framework for any discipline. International Journal of Teaching and Learning in Higher Education. 2006;17:160–6.

10. Stupnisky RH, Renaud RD, Daniels LM, Haynes TL, Perry RP. The interrelation of first-year college students’ critical thinking disposition, perceived academic control, and academic achievement. Research in Higher Education. 2008;49:513–30.

11. Rimiene V. Assessing and developing students’ critical thinking. Psychology Learning and Teaching. 2002;2:17–22.

12. Hernandez CA. Student articulation of a nursing philosophical statement: an assignment to enhance critical thinking skills and promote learning. J Nurs Educ. 2009;48:343–9.[PubMed]

13. Carter LM, Rukholm E. A study of critical thinking, teacher-student interaction, and discipline-specific writing in an online educational setting for registered nurses. J Contin Educ Nurs. 2008;39:133–8.[PubMed]

14. Johnsen DC, Finkelstein MW, Marshall TA, Chalkley YM. A model for critical thinking measurement of dental student performance. J Dent Educ. 2009;73:177–83.[PubMed]

15. Uys BY, Meyer SM. Critical thinking of student nurses during clinical accompaniment. Curationis. 2005;28:11–9.[PubMed]

16. Van Eerden K. Using critical thinking vignettes to evaluate student learning. Nurs Health Care Perspect. 2001;22:231–4.[PubMed]

17. Vanderburgh PM. Open-book tests and student-authored exam questions as useful tools to increase critical thinking. Adv Physiol Educ. 2005;29:183–4.[PubMed]

18. Wong MS. A prospective study on the development of critical thinking skills for student prosthetists and orthotists in Hong Kong. Prosthet Orthot Int. 2007;31:138–46.[PubMed]

19. Brahler CJ, Quitadamo IJ, Johnson EC. Student critical thinking is enhanced by developing exercise prescriptions using online learning modules. Adv Physiol Educ. 2002;26:210–21.[PubMed]

20. Cascio RS, Campbell D, Sandor MK, Rains AP, Clark MC. Enhancing critical-thinking skills: faculty-student partnerships in community health nursing. Nurse Educ. 1995;20:38–43.[PubMed]

21. Leppa CJ. Assessing student critical thinking through online discussions. Nurse Educ. 2004;29:156–60.[PubMed]

22. Mogale NM, Botes AC. Problem-based case study to enhance critical thinking in student nurses. Curationis. 2001;24:27–35.[PubMed]

23. Myrick F, Yonge O. Preceptor behaviors integral to the promotion of student critical thinking. J Nurses Staff Dev. 2002;18:127–33. quiz 134-5. [PubMed]

24. Myrick F, Yonge O. Preceptor questioning and student critical thinking. J Prof Nurs. 2002;18:176–81.[PubMed]

25. Niedringhaus LK. Using student writing assignments to assess critical thinking skills: a holistic approach. Holist Nurs Pract. 2001;15:9–17.[PubMed]

26. Rossignol M. Relationship between selected discourse strategies and student critical thinking. J Nurs Educ. 1997;36:467–75.[PubMed]

27. Tschannen D, Aebersold M. Improving student critical thinking skills through a root cause analysis pilot project. J Nurs Educ. 2010;49:475–8.[PubMed]

28. Facione PA, Facione NC, Giancarlo C. The disposition toward critical thinking: Its character, measurement, and relationship to critical thinking skill. Journal of Informal Logic. 2000;20:61–84.

29. Ip WY, Lee DT, Lee IF, Chau JP, Wootton YS, Chang AM. Disposition towards critical thinking: a study of Chinese undergraduate nursing students. J Adv Nurs. 2000;32:84–90.[PubMed]

30. Baker DD. Dissertation. Tennessee: The University of Memphis; 2002. A longitudinal study of critical thinking skills in baccalaureate nursing student.

31. Miller DR. Longitudinal assessment of critical thinking in pharmacy students. Am Journal of pharmaceutical Education. 2003;67 Article 12032.

32. Shin K, Jung DY, Shin S, Kim MS. Critical thinking dispositions and skills of senior nursing students in associate, baccalaureate, and RN-to-BSN programs. J Nurs Educ. 2006;45:233–7.[PubMed]

33. Khalili H, Soleimani M. Determination of reliability, validity and norm of California critical thinking skills test, form B. Journal of Babol University of Medical Sciences. 2003;5(Suppl 2):84–90.

34. Kawashima A, Petrini MA. Study of critical thinking skills in nursing students and nurses in Japan. Nurse Educ Today. 2004;24:286–92.[PubMed]

35. Shin KR. Critical thinking ability and clinical decision-making skills among senior nursing students in associate and baccalaureate programmes in Korea. J Adv Nurs. 1998;27:414–8.[PubMed]

36. Brooks KL, Shepherd JM. The relationship between clinical decision-making skills in nursing and general critical thinking abilities of senior nursing students in four types of nursing programs. J Nurs Educ. 1990;29:391–9.[PubMed]

37. Colucciello ML. Critical thinking skills and dispositions of baccalaureate nursing students--a conceptual model for evaluation. J Prof Nurs. 1997;13:236–45.[PubMed]

38. McCarthy P, Schuster P, Zehr P, McDougal D. Evaluation of critical thinking in a baccalaureate nursing program. J Nurs Educ. 1999;38:142–4.[PubMed]

39. Profetto-McGrath J. The relationship of critical thinking skills and critical thinking dispositions of baccalaureate nursing students. J Adv Nurs. 2003;43:569–77.[PubMed]

40. Phillips CR, Chesnut RJ, Rospond RM. The California critical thinking instruments for benchmarking, program assessment and directing curricular change. Am J Pharm Educ. 2004;68 Article 101.

41. Vaughan-Wrobel BC, O’sullivan P, Smith L. Evaluating critical thinking skills of baccalaureate nursing students. J Nurs Educ. 1997;36:485–8.[PubMed]

42. Ip WY, Lee DT, Lee IF, Chau JP, Wootton YS, Chang AM. Disposition towards critical thinking: a study of Chinese undergraduate nursing students. J Adv Nurs. 2000;32:84–90.[PubMed]

43. Cisneros RM. Assessment of critical thinking in pharmacy students. Am J Pharm Educ. 2009;73:66.[PMC free article][PubMed]

44. Beckie TM, Lowry LW, Barnett S. Assessing critical thinking in baccalaureate nursing students: a longitudinal study. Holist Nurs Pract. 2001;15:18–26.[PubMed]

Our model

The Critical Thinking Consortium has developed a highly successful, classroom-proven approach that engages students and enhances learning across the curriculum. Our model is based on four fronts for teacher action:

  • building a community of thinkers
  • promoting critical challenges
  • teaching thinking tools
  • assessing for thinking

Building a community of thinkers

TC² supports teachers with practical guidelines for promoting a classroom culture where thinking is nurtured and valued. Lessons come alive when students work together on:

  • making decisions
  • justifying conclusions
  • debating pros and cons
  • considering multiple points of view

With the TC² approach, social aspects of learning are reinforced. Students contribute to, and benefit from, a vibrant community where critical thinking is a regular part of daily classroom life.

Promoting critical challenges

Critical challenges engage students in making reasoned decisions about puzzling or problematic situations. Teachers discover that students have an enhanced sense of purpose and renewed excitement about learning when they are invited to consider plausible alternatives and make meaningful choices based on clear criteria.

TC² offers classroom-ready resources with fully-developed critical challenges in many subject areas, as well as workshops that prepare teachers to create their own challenges tailored to specific curriculum expectations and student needs.

Teaching thinking tools

The TC² approach helps all students become more competent thinkers by explicitly teaching powerful thinking tools in the context of the curriculum. We support teachers in fostering students’ independent use of thinking tools in five categories:

  • background information
  • criteria for judgment
  • critical thinking vocabulary
  • thinking strategies
  • habits of mind

TC² resources, such as the online Tools for Thought collection, provide ready-to-use materials to support student thinking and learning.

Assessing for thinking

Assessment sends a strong message to students about what is important. For this reason, TC² places thinking at the centre of all assessment. We support an approach to assessment that:

  • focuses on clearly targeted learning goals
  • provides frequent opportunities for feedback
  • includes self and peer assessment
  • uses multiple forms of evidence

As students respond to critical challenges, they demonstrate their thinking in a variety of ways. With prepared rubrics and curriculum-embedded guidelines, TC² helps teachers use assessment to boost their students’ achievement.

0 Replies to “Promoting And Assessing Critical Thinking”

Lascia un Commento

L'indirizzo email non verrà pubblicato. I campi obbligatori sono contrassegnati *