Journal of Educational Evaluation for Health Professions

Review

Levels, antecedents, and consequences of critical thinking among clinical nurses: a quantitative literature review: Yongmi Lee, Younjae Oh; J Educ Eval Health Prof. 2020;17:26. Published online September 7, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.26

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The purpose of this study was to obtain a more comprehensive understanding of critical thinking within the clinical nursing context. In this review, we addressed the following specific research questions: what are the levels of critical thinking among clinical nurses?; what are the antecedents of critical thinking?; and what are the consequences of critical thinking? A narrative literature review was applied in this study. Thirteen articles published from July 2013 to December 2019 were appraised since the most recent scoping review on critical thinking among nurses was conducted from January 1999 to June 2013. The levels of critical thinking among clinical nurses were moderate or high. Regarding the antecedents of critical thinking, the influence of sociodemographic variables on critical thinking was inconsistent, with the exception that levels of critical thinking differed according to years of work experience. Finally, little research has been conducted on the consequences of critical thinking and related factors. The above findings highlight the levels, antecedents, and consequences of critical thinking among clinical nurses in various settings. Considering the significant association between years of work experience and critical thinking capability, it may be effective for organizations to deliver tailored education programs on critical thinking for nurses according to their years of work experience.

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BMJ Open.2024; 14(4): e082865. CrossRef
Multilevel Modeling of Individual and Group Level Influences on Critical Thinking and Clinical Decision-Making Skills among Registered Nurses: A Study Protocol
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Healthcare.2023; 11(8): 1169. CrossRef
The relationship between critical thinking and job performance among nurses: A descriptive survey study
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The nursing critical thinking in clinical practice questionnaire for nursing students: A psychometric evaluation study
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Research article

Mismatch between the proposed ability concepts of the Graduate Record Examination and the critical thinking skills of physical therapy applicants suggested by an expert panel in the United States: Emily Shannon Hughes; J Educ Eval Health Prof. 2019;16:24. Published online August 27, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.24

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Abstract PDF Supplementary Material

Purpose
The Graduate Record Examination (GRE) is a general examination predictive of success in US-based graduate programs. Used to assess students’ written, mathematical, and critical thinking (CT) skills, the GRE is utilized for admission to approximately 85% of US physical therapist education (PTE) programs. The purpose of this study was to assess whether the CT skills measured by the GRE match those deemed by an expert panel as the most important to assess for PTE program acceptance.
Methods
Using a modified E-Delphi approach, a 3-phase survey was distributed over 8 weeks to a panel consisting of licensed US physical therapists with expertise on CT and PTE program directors. The CT skills isolated by the expert panel, based on Facione’s Delphi report, were compared to the CT skills assessed by the GRE.
Results
The CT skills supported by the Delphi report and chosen by the expert panel for assessment prior to acceptance into US PTE programs included clarifying meaning, categorization, and analyzing arguments. Only clarifying meaning matched the CT skills from the GRE.
Conclusion
The GRE is a test for general admission to graduate programs, lacking context related to healthcare or physical therapy. The current study fails to support the GRE as an assessment tool of CT for admission to PTE programs. A context-based admission test evaluating the CT skills identified in this study should be developed for use in the admission process to predict which students will complete US PTE programs and pass the licensure exam.

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Correlation between physician assistant students’ performance score of history taking and physical exam documentation and scores of Graduate Record Examination, clinical year grade point average, and score of Physician Assistant National Certifying Exam i
Sara Lolar, Jamie McQueen, Sara Maher
Journal of Educational Evaluation for Health Professions.2020; 17: 16. CrossRef

Review Article

Critical Thinking and the Standards of Nursing Education: Yang Heui Ahn; J Educ Eval Health Prof. 2004;1(1):99-106. Published online January 31, 2004; DOI: https://doi.org/10.3352/jeehp.2004.1.1.99

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Abstract PDF

Critical thinking is the basis of professional nursing practice and is essential in the current complex health care delivery system. A major goal of baccalaureate nursing education is the development and promotion of students' ability to think critically. In America, the National League for nursing outcome-oriented accreditation process challenged nursing faculty to think about teaching and evaluating critical thinking. Based on nursing literature, the findings were inconsistent because of a lack of consensus on a definition of critical thinking and the measurement of critical thinking utilizing critical thinking instruments non-specific for nursing. However, a variety of teaching-learning strategies in nursing education were effective in the development of critical thinking dispositions and skills among nursing students. The author provides insight and ideas for nursing faculty as follows: 1) nursing programs must define critical thinking operationally in relation to their curricula; 2)nursing faculty must be knowledgeable concerning evaluation of critical thinking disposition and skills and construct a standardized critical-thinking instrument that is specific to the discipline of nursing; 3) nursing faculty must develop teaching-learning strategy in nursing education for improving students' critical thinking abilities. These are prerequisite for critical thinking which should be considered as a criterion in The Standards of Nursing Education in Korea.

Citations

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Yeon-Sook Kim, Jimee Kim, Mi-Mi Park
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In-Hee Park, Sujin Shin
Korean Journal of Adult Nursing.2015; 27(1): 73. CrossRef
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Journal of the Korea Academia-Industrial cooperation Society.2013; 14(3): 1301. CrossRef
Exploring Nursing Education Modality for Facilitating Undergraduate Students' Critical Thinking: Focus Group Interview Analysis
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