This project describes the curriculum design of an accelerated bachelor's degree nursing program intended to promote the critical thinking of its students. Course objectives and teaching-learning strategies are described. Rogers' unitary view of human beings supports critical thinking as a developing process that should be measured in the context of nursing practice. Pre- and post-program critical thinking test scores indicated significant growth for the 38 graduates in the first 4 consecutive classes tested.
Author Affiliation: Associate Professor, Division of Nursing, Dominican College, Orangeburg, NY.
Correspondence: Dominican College, 470 Western Highway, Orangeburg, NY 10962 (email@example.com).