Department of Nursing, Hungkuang University.
J Nurs Res. 2013 Sep;21(3):204-11. doi: 10.1097/jnr.0b013e3182a0aee9.
Critical thinking is an essential skill in the nursing process. Although several studies have evaluated the critical thinking skills of nurses, there is limited information related to the indicators of critical thinking or evaluation of critical thinking in the context of the nursing process.
This study investigated the potential indicators of critical thinking and the attributes of critical thinkers in clinical nursing practice. Knowledge of these indicators can aid the development of tools to assess nursing students' critical thinking skills.
The study was conducted between September 2009 and August 2010. In phase 1, a literature review and four focus groups were conducted to identify the indicators of critical thinking in the context of nursing and the attributes of critical thinkers. In phase 2, 30 nursing professionals participated in a modified Delphi research survey to establish consensus and the appropriateness of each indicator and attribute identified in phase 1.
We identified 37 indicators of critical thinking and 10 attributes of critical thinkers. The indicators were categorized into five subscales within the context of the nursing process toreflect nursing clinical practice: assessment, 16 indicators of ability to apply professional knowledge and skills to analyze and interpret patient problems; diagnosis, five indicators of ability to propose preliminary suppositions; planning, five indicators of ability to develop problem-solving strategies; implementation, five indicators of ability to implement planning; and evaluation, six indicators of ability to self-assess and reflect.
CONCLUSION/IMPLICATIONS FOR PRACTICE: The study operationalized critical thinking into a practical indicator suitable for nursing contexts in which critical thinking is required for clinical problem solving. Identified indicators and attributes can assist clinical instructors to evaluate student critical thought skills and development-related teaching strategies.
批判性思维是护理过程中的一项重要技能。尽管已经有几项研究评估了护士的批判性思维技能，但与护理过程中批判性思维的指标或评估相关的信息有限。
本研究旨在调查临床护理实践中批判性思维的潜在指标和批判性思维者的特征。了解这些指标可以帮助开发评估护理学生批判性思维技能的工具。
该研究于 2009 年 9 月至 2010 年 8 月进行。在第 1 阶段，进行了文献回顾和 4 次焦点小组讨论，以确定护理背景下批判性思维的指标和批判性思维者的特征。在第 2 阶段，30 名护理专业人员参与了一项经修改的 Delphi 研究调查，以就第 1 阶段确定的每个指标和属性达成共识并确定其适当性。
我们确定了 37 个批判性思维指标和 10 个批判性思维者的特征。这些指标在护理过程的背景下分为五个子量表，以反映护理临床实践：评估，16 个指标，用于应用专业知识和技能分析和解释患者问题的能力；诊断，5 个指标，用于提出初步假设的能力；计划，5 个指标，用于制定解决问题策略的能力；实施，5 个指标，用于实施计划的能力；和评价，6 个指标，用于自我评估和反思的能力。
结论/对实践的启示：本研究将批判性思维转化为适合护理情境的实用指标，这些情境需要批判性思维来解决临床问题。确定的指标和特征可以帮助临床教师评估学生的批判性思维技能和与发展相关的教学策略。
