Jacobs P M, Ott B, Sullivan B, Ulrich Y, Short L
School of Nursing, Wichita State University, KS, USA.
J Nurs Educ. 1997 Jan;36(1):19-22. doi: 10.3928/0148-4834-19970101-06.
The faculty in a midwestern university confronted the imperative to define and measure critical thinking in the nursing undergraduate curriculum. Theoretical and operational definitions were developed by faculty through literature review, extensive discussion, student participation, and evaluation. These activities also led to the generation of a list of indicators to assess the presence of critical thinking. Through the process faculty have developed a deeper understanding of critical thinking and fostered students' critical thinking abilities.
一所中西部大学的教师面临着在护理本科课程中定义和衡量批判性思维的紧迫任务。教师们通过文献综述、广泛讨论、学生参与和评估，制定了理论定义和操作定义。这些活动还产生了一份评估批判性思维存在与否的指标清单。通过这个过程，教师们对批判性思维有了更深入的理解，并培养了学生的批判性思维能力。
