CRITICAL THINKING IN NURSING: PERCEPTIONS OF BACCALAUREATE FACULTY AND STUDENTS (BACCALAUREATE NURSING STUDENTS).
Contributors: University of Central Florida.
Published: 1992
Number of pages: 243
Subjects: Health Sciences, Nursing.; Education, Curriculum and Instruction.
Description: This study utilized survey methodology to investigate the perceptions of baccalaureate nursing faculty and students' definition of critical thinking and how critical thinking is taught and evaluated. A questionnaire designed by the investigator was completed by faculty and Junior and Senior nursing students in four NLN accredited nursing programs in the United States.

Crosstabulation and Chi Square revealed little difference in the ways in which nursing faculty and Junior and Senior students define critical thinking. Paired t-test revealed that faculty and students felt that all of the methods listed for teaching and evaluating critical thinking were and should be used. Several methods of teaching and evaluating critical thinking were not being used to the fullest potential. A t-test for independent samples revealed that faculty and students' responses were not congruent in several methods of teaching and evaluating critical thinking. An additional finding was that faculty had not been prepared to teach critical thinking other than by self-instruction and practice.
Notes: Source: Dissertation Abstracts International, Volume: 53-12, Section: B, page: 6223.

Thesis (ED.D.)--UNIVERSITY OF CENTRAL FLORIDA, 1992.

School code: 0705.