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Stimulate reflection and foster critical thinking in nursing education

Author: 
Jih-Yuan Chen
Subject Area: 
Health Sciences
Abstract: 

With the increasing critical thinking (CT) and reflection of baccalaureate nursing students for nursing practice, faculty members are incorporated it into their curriculum and clinical judgment and recognize it as an essential component and outcome of education. Yet, there is little consensus on the meaning and application of CT in nursing. The purpose of this paper is to define the evolution of critical thinking and reflection; describe characteristics of critical thinkers, approaches to teaching CT skills in the classroom and clinical practice; identify strategies to teach critical thinking skills, assessment of critical thinking methods and available tools, validity and reliability issues, and identify strategies to evaluate critical thinking skills based on reviewing articles from PubMed and CINAHL. The complexities of teaching these skills, educators need to evaluate the impact of education process and design, and continue to develop and implement curriculum. Intervention studies should be designed to investigate educational approaches.

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