title: Critical thinking in nursing: classroom tactics that work.
abstract: Critical thinking ability is one of the required outcomes of nursing education and content coverage is a focus of the past (National League for Nursing, 1996). As educators, we must attend to how we define critical thinking, what educational methods support its development, and how we can assure that students have achieved some acceptable level of critical thinking skill (Tanner, 1993). This article describes the emergent development of one critical thinking format in a Community Health Nursing course. Rather than approaching critical thinking from a theoretical perspective or focusing on one type of assignment or experience as a tool to foster critical thinking development in nursing courses, this article shares with the reader a complete package. Problems, pitfalls, new insights, and changes are shared as they developed through the teaching of a semester-long Community Health Nursing course. The authors hope their experiences give faculty ideas about how to infuse critical thinking into nursing curricula.
authors.affiliation: Brigham Young University, College of Nursing, Provo, UT 84602-5423, USA.
authors.forename: J
authors.initials: J
authors.lastname: Abegglen
authors.forename: C
authors.initials: C
authors.lastname: O'Neill Conger
mesh_terms: D001290:Attitude; D003152:Community Health Nursing / Q000193:education*; D003479:Curriculum; D004508:Education, Nursing, Baccalaureate; D006801:Humans; D007398:Interpersonal Relations; D007858:Learning; D010379:Peer Group; D012309:Risk-Taking; D012647:Self-Assessment; D012941:Social Responsibility; D013663:Teaching / Q000379:methods*; D013850:Thinking; D014589:Utah