Critical thinking in nursing education and practice as defined in the literature.
Critical thinking is frequently discussed in nursing education and nursing practice literature. This article presents an analysis of the concept of critical thinking as it applies to nursing, differentiating its use in education and practice literature. Three computerized databases (CINAHL, MEDLINE, and EBSCO) were searched for the years 1981 to 2002, using the keywords critical thinking. References were stratified into two 11-year periods (1981-1991, 1992-2002) to identify changes in the concept over time and integration of the concept differentially into nursing education and nursing practice. A random sample of literature from each stratum was coded for definitions, attributes, surrogate terms, referents, antecedents, and consequences of critical thinking. Critical thinking as a nursing concept has matured since its first appearance in the literature. It is well defined and has clear characteristics. However, antecedents and consequences are not well defined, and many consequences are identical to attributes and surrogate terms. Additional work is needed to clarify the boundaries of the concept of critical thinking in nursing.
Turner
Phyllis
P
East Carolina University, Greenville, NC, USA.
D000068:Accreditation; D002983:Clinical Competence; D003657:Decision Making; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D006801:Humans; D007600:Judgment; D019359:Knowledge; D017145:Models, Educational; D016294:Models, Nursing; D024802:Nurse's Role / Q000523:psychology; D015402:Nursing Education Research / Q000639:trends*; D009736:Nursing Process / Q000458:organization & administration*; D009936:Organizational Innovation; D010687:Philosophy, Nursing; D011340:Problem Solving; D018794:Problem-Based Learning; D012107:Research Design; D013850:Thinking