Skip to content
Book section

Quantitative research

Skinner C...(+1 more)

Athenaeum Studi Periodici Di Letteratura E Storia Dell Antichita, vol. 16, issue 2 (1991) pp. 1-9 Published by Routledge Falmer

  • 10

    Readers

    Mendeley users who have this article in their library.
  • N/A

    Citations

    Citations of this article.
  • N/A

    Views

    ScienceDirect users who have downloaded this article.
Sign in to save reference

Abstract

The concept of critical thinking has been influential in several disciplines. Both education and nursing in general have been attempting to define, teach, and measure this concept for decades. Nurse educators realize that critical thinking is the cornerstone of the objectives and goals for nursing students. The purpose of this article is to review and analyze quantitative research findings relevant to the measurement of critical thinking abilities and skills in undergraduate nursing students and the usefulness of critical thinking as a predictor of National Council Licensure Examination-Registered Nurse (NCLEX-RN) performance. The specific issues that this integrative review examined include assessment and analysis of the theoretical and operational definitions of critical thinking, theoretical frameworks used to guide the studies, instruments used to evaluate critical thinking skills and abilities, and the role of critical thinking as a predictor of NCLEX-RN outcomes. A list of key assumptions related to critical thinking was formulated. The limitations and gaps in the literature were identified, as well as the types of future research needed in this arena.

Author-supplied keywords

  • h social sciences (general)
  • lb2300 higher education

Find this document

There are no full text links

Cite this document

Choose a citation style from the tabs below