Cooke Lori, Stroup Carrie, Harrington Christine
J Nurs Educ. 2019 Apr 1;58(4):214-220. doi: 10.3928/01484834-20190321-05.
Creating a curriculum that can effectively develop critical thinking skills is an elusive outcome for undergraduate nursing programs. Despite the best efforts of faculty, employers continue to note an inability of new graduates to apply critical thinking concepts that improve patient outcomes. The lack of an operational definition of critical thinking appears to be a key contributor to this issue.
A concept analysis was developed to identify a definition of critical thinking that allows for clear, measurable learning outcomes.
Despite extensive discussion within the literature, a consistent definition of critical thinking is lacking; instead, a rather extensive list exists of the attributes and antecedents consistently found in individuals who think critically.
Curricular student learning outcomes framed around operational attributes can promote the development of critical thinking skills and improve patient outcomes. [J Nurs Educ. 2019;58(4):214-220.].
创建一个能够有效培养批判性思维技能的课程体系，对于本科护理专业来说是一项难以实现的成果。尽管教师们付出了最大努力，但雇主们仍然指出，新毕业的护士无法应用那些能改善患者治疗效果的批判性思维概念。批判性思维缺乏一个可操作的定义似乎是导致这一问题的关键因素。
开展了一项概念分析，以确定一个能产生清晰、可衡量学习成果的批判性思维定义。
尽管文献中有广泛的讨论，但仍缺乏对批判性思维的一致定义；相反，在批判性思维者身上始终发现的属性和前提条件却有一长串。
围绕可操作属性构建的课程学生学习成果能够促进批判性思维技能的发展，并改善患者治疗效果。[《护理教育杂志》。2019年；58(4):214 - 220。]
