Operationalizing the Concept of Critical Thinking for Student Learning Outcome Development

Cooke, Lori; Stroup, Carrie; Harrington, Christine

doi:10.3928/01484834-20190321-05

Cited by 4 publications

(1 citation statement)

References 22 publications

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“…Critical thinking becomes an activity of analyzing information which then becomes a recommendation for making better decisions (Marshall et al, 2017). The skills in critical thinking require systematic, logical, and objective characteristics (Cooke, Stroup, & Harrington, 2019). Inspector of welding results must show results with standard standards.…”

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confidence: 99%

Critical Thinking Skills in Performance-Based Assessment: Instrument Development and Validation

Adri

Refdinal

Ambiyar

et al. 2022

JTET

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The purpose of this study is to produce a performance-based assessment instrument to stimulate students' critical thinking in welding quality testing courses. The ability to think critically occurs when you understand the material given. Performance-based assessment can be done on the process and learning outcomes. The method used in this study is the Borg and Gall method with ten steps of development. The practice of welding quality testing has an analysis orientation that results in an acceptance decision on the welding quality. The results are validated in terms of content, language, and constructs by specified experts. The results of the performance-based assessment design use five stages, namely: determining the underlying problem, creating an assessment context, determining the assessment rubric, carrying out a performance assessment, and formulating the assessment results, and responding to the evaluation results. The rubric used is a rubric with a scoring form. The instrument design is following the task of the inspection of welding results. The output of welding quality testing learning is a report containing observations results and making decisions on welding quality based on critical thinking skills. The performance-based assessment provides independence in making decisions. Performance-based assessment is suitable for practical learning that collaborates with motoric movements and knowledge.

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confidence: 99%

Critical Thinking Skills in Performance-Based Assessment: Instrument Development and Validation

Adri

Refdinal

Ambiyar

et al. 2022

JTET

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Independent Thinking in Nursing: An Archaeology of Knowledge Perspective

Dombrowsky¹

2022

J Nurs Educ

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Background: The topic of thinking was not widely discussed in nursing literature until the 1960s. At that time, the nursing process entered nursing literature, and later, in the 1980s, critical thinking began to be examined. Critical thinking had been talked about in fields other than nursing since at least the time of educational philosopher John Dewey. Method: Using Foucault's Archaeology of Knowledge as a model, this article explores how and why thinking became an object of nursing discourse. Results: Modern nursing discourse emphasizes independent thinking in contrast to the discussion of comportment, attitudes, and observation found in the early nursing literature. Conclusion: The emergence of thinking discourse in nursing was a response to changes in health care that began in the period after World War II and although this discourse ostensibly serves to liberate nurses' thinking, it can actually serve to regulate the thinking of students and nurses. [ J Nurs Educ . 2022;61(1):12–18.]

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Using the ModSPICES Geriatric Assessment Tool in Undergraduate Nursing Education

Lekan¹,

Yasin²

2022

J Nurs Educ

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Background: Trends in aging demographics for a growing older adult population highlights the need for Gerontologic nursing competencies to prepare future nurses to provide safe and effective person-centered care. Method: A geriatric assessment learning module incorporated the ModSPICES assessment tool based on geriatric syndromes in a didactic and clinical course in a prelicensure baccalaureate nursing program to facilitate nursing students' critical thinking and clinical judgment in the care of hospitalized older adults. Results: The ModSPICES tool fostered nursing students' critical thinking for data collection with attention to geriatric syndromes, which are highly prevalent and associated with numerous adverse outcomes but are also preventable and treatable. The tool helped to aggregate diverse clinical information and establish priorities in care. Conclusion: The learning module strengthened the linkage between the classroom and clinical setting, enhanced the student's capacity and confidence in the promotion of function-focused care, and facilitated refinement of their evolving assessment skills. [ J Nurs Educ . 2022;61(6):338–344.]

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Operationalizing the Concept of Critical Thinking for Student Learning Outcome Development

Cited by 4 publications

References 22 publications

Critical Thinking Skills in Performance-Based Assessment: Instrument Development and Validation

Critical Thinking Skills in Performance-Based Assessment: Instrument Development and Validation

Independent Thinking in Nursing: An Archaeology of Knowledge Perspective

Using the ModSPICES Geriatric Assessment Tool in Undergraduate Nursing Education

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