Background Script concordance testing and the think-aloud (TA) approach uses clinical scenarios to evaluate clinical reasoning (CR). Problem Teaching strategies to both facilitate and evaluate CR are lacking. Adaptation of script concordance testing and the TA approach may be a useful teaching/learning strategy for CR. Approach Script concordance activity with the TA approach (SCA-TA method) was created and implemented in a nursing course to facilitate and evaluate CR. Evaluation Survey data provided valuable information of students' perception about the SCA-TA method as a teaching strategy. Conclusions The SCA-TA method holds promise to foster CR. Ongoing research to predict progression of CR is needed.

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Background: Script concordance (SC) and the think-aloud (TA) approach informed by cognitive apprenticeship theory can promote clinical reasoning. Purpose: The purpose of this study was to determine whether SC with the TA approach based on the tenets of cognitive apprenticeship theory facilitated clinical reasoning in senior-level prelicensure nursing students in a baccalaureate program. Methods: This study was executed in a didactic pediatric nursing course using a quantitative, nonexperimental design. Creation of the SC/TA learning activity was grounded in cognitive apprenticeship theory and based on the SC testing/TA testing method. Results: Repeated-measures analysis of variance revealed a difference (P = .001 and .003) between earlier and later SC scores for the fall 2018 cohort. Conclusion:The SC/TA teaching/learning activity informed by cognitive apprenticeship theory offers a leveled approach to foster clinical reasoning in prelicensure nursing education.Cite this article as: Tedesco-Schneck M. Script concordance and the think-aloud approach through the lens of cognitive apprenticeship theory.

Nursing faculty need to provide students with problem-solving skills during their formative academic years, and feminist pedagogy supported by classroom participation may foster these skills. Through the lens of feminist pedagogy, factors that influence classroom participation of nursing students were identified using the College and University Classroom Environment Inventory. Nursing students reported higher levels of attendance and punctuality compared with preparation and contribution to class discussion and favored personalization and equity over innovation and individualization in the classroom.

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