Relationship of critical thinking ability to professional nursing competence.
The relationship of critical thinking ability to professional nursing competence was investigated. Professional nursing competence, defined by Benner (1984) as stages of skill acquisition (novice, advanced beginner, competent, proficient, and expert), provided the conceptual framework. A randomly selected, cross-sectional sample of nursing graduates (N = 121) was utilized. Two cohorts (N = 30) of the sample group were measured longitudinally for critical thinking ability. Relationships were investigated between measures of critical thinking and professional competencies of leadership, critical care, teaching/collaboration, planning/evaluation, interpersonal communication and professional development. Critical thinking was measured over time from beginning nursing student to practicing nurse. Critical thinking ability did not change significantly during the educational experience (sophomore to senior), however, a significant increase was found in scores as practicing nurses. No relationship was demonstrated between critical thinking ability and professional competence. The experiential component of practice emerged as the key influencing factor on the development of competence and critical thinking.
Maynard
C A
CA
Department of Nursing, College of St. Scholastica, Duluth, Minnesota 55811, USA.
D000704:Analysis of Variance; D002322:Career Mobility; D003430:Cross-Sectional Studies; D004508:Education, Nursing, Baccalaureate / Q000592:standards*; D004522:Educational Status; D006801:Humans; D007600:Judgment; D008137:Longitudinal Studies; D015402:Nursing Education Research; D011361:Professional Competence / Q000592:standards*; D011795:Surveys and Questionnaires; D013850:Thinking