Critical thinking, an outcome criterion of the National League for Nursing and the Council of Baccalaureate and Higher Degree Programs, is an abstract skill difficult to measure. The authors provide a comprehensive review of four instruments designed to measure critical thinking and summarize research in which the tools were used. Analysis of this information will empower nursing faculty members to select a critical-thinking instrument that is individualized to the needs of their respective nursing programs.

This study investigated the academic effects of early (kindergarten or first-grade) retention on a group of fourth-grade students who had been retained at the K-1 level (n = 20). Two comparison groups were used: (a) fourth-grade students who had been recommended for retention at the K-1 level but who were not actually retained (n = 17), and (b) fourth-grade students who had made normal progress through the grades (n = 20). No significant differences in academic achievement level were found between the retained and recommended-for-retention-but-not-retained groups, but both of these groups of students were significantly lower on several academic achievement measures than were their normal comparison peers. The results of this study indicate that grade retention as an academic intervention was ineffective. The continued use of grade retention is discussed in relationship to the use of social promotion and other intervention alternatives.

This study, using a modified Delphi approach, examines the purpose, roles, responsibilities, and outcomes of endowed chairholders in nursing. Deans and faculty who hold endowed chairs participated in this 3-phased study. While the ranking of importance varied between these 2 groups of experts, common themes emerged relative to the phenomenon under investigation. Findings from this preliminary work can be used by deans and chairholders to develop job descriptions and evaluate the impact of endowments in a program of nursing.

No abstract