The National League for Nursing outcome-oriented accreditation process challenges nursing faculty to think about teaching and evaluating critical thinking. In a survey of schools of nursing, the authors found that programs are using standardized measures and individualized assessments to address the criterion. Their greatest difficulty involves decisions about measuring critical thinking. School administrators identified a variety of approaches effective for helping faculty. The authors provide insight and ideas for nursing faculty involved with critical thinking in the curricula.
Patricia S. O'Sullivan, EdD, Clinical Associate Professor, Wanda L. Blevins-Stephens, BSBA, Research Assistant, Favrin M. Smith, BBA, Research Associate, Beth Vaughan-Wrobel, EdD, RN, FAAN, Associate Dean for Academic Programs, University of Arkansas for Medical Sciences College of Nursing, Little Rock.
Presented at the American Educational Research Association Annual Meeting, April 19, 1995, San Francisco, California.