title: Congruency in defining critical thinking by nurse educators and non-nurse scholars.
abstract: This study investigated nurse educators' definition of the concept critical thinking. A sample of 201 baccalaureate nurse educators in midwest nursing programs completed a questionnaire identifying their perception of critical-thinking skills and characteristics, and their agreement with non-nurse critical-thinking experts on items often considered to be critical thinking. This study found that nurse educators agreed with non-nurse critical-thinking experts on the skills and dispositions; however, significant differences were found between nurse educators and non-nurse experts regarding concepts related to critical thinking. Nurse educators were more likely to identify researching, problem-solving, decision-making, and planning as critical thinking. Despite their assertion otherwise, it is apparent from this study that nurse educators have a different perception of critical thinking than scholars in other disciplines. This study suggests that practice disciplines such as nursing may perceive critical thinking differently than educators in nonpractice disciplines.
authors: Department of Biomedical Sciences, Southwest Missouri State University, Springfield 65804, USA.
authors: J M
authors: JM
authors: Gordon
mesh_terms: D001291:Attitude of Health Personnel; D016009:Chi-Square Distribution; D003657:Decision Making; D003697:Delphi Technique; D004508:Education, Nursing, Baccalaureate; D005178:Faculty; D005181:Faculty, Nursing; D006801:Humans; D015146:Midwestern United States; D015403:Nursing Evaluation Research; D015404:Nursing Methodology Research; D009736:Nursing Process / Q000592:standards*; D010347:Patient Care Planning; D011340:Problem Solving; D011361:Professional Competence / Q000592:standards*; D011795:Surveys and Questionnaires; D013850:Thinking