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Journal of Nursing Education, 2013;36(1):19–22
Published Online:https://doi.org/10.3928/0148-4834-19970101-06Cited by:29

Abstract

ABSTRACT

The faculty in a midwestern university confronted the imperative to define and measure critical tninking 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.

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