Fernando Riegel1,2,3, Maria da Graça Oliveira Crossetti4. 1. Universidade Federal do Rio Grande do Sul (UFRGS). Escola de Enfermagem, Programa de Pós- Graduação em Enfermagem. Porto Alegre, Rio Grande do Sul, Brasil. 2. Centro Universitário FADERGS, Curso de Enfermagem. Porto Alegre, Rio Grande do Sul, Brasil. 3. Hospital de Clínicas de Porto Alegre (HCPA), Serviço de Enfermagem Cirúrgica. Porto Alegre, Rio Grande do Sul, Brasil. 4. Universidade Federal do Rio Grande do Sul (UFRGS), Escola de Enfermagem, Departamento de Enfermagem Médico-Cirúrgica. Porto Alegre, Rio Grande do Sul, Brasil.
Abstract
OBJECTIVE: To identify theoretical frameworks and instruments for the evaluation of critical thinking to base studies in nursing and education. METHOD: Integrative review, with a selection of scientific articles in Portuguese, English and Spanish, in the LILACS, SCIELO, IBECS, MEDLINE/PubMed and SCOPUS databases, using the descriptors "thought", "teaching" and "nursing" in Portuguese and English. The search resulted in 3,147 articles, and 23 papers published between 2010 and 2015 were selected. RESULTS: Fourteen (60.2%) studies used the Facione framework and eight (34.4%) resorted to different critical thinking assessment tools applied in nursing and education. CONCLUSIONS: Most studies used the Facione framework. Among the evaluation tools, the California Critical Thinking Skills Test (CCTST) and the Watson-Glaser Critical Thinking Appraisal stood out as the most common instruments; both focus on cognitive skills in critical thinking.
OBJECTIVE: To identify theoretical frameworks and instruments for the evaluation of critical thinking to base studies in nursing and education. METHOD: Integrative review, with a selection of scientific articles in Portuguese, English and Spanish, in the LILACS, SCIELO, IBECS, MEDLINE/PubMed and SCOPUS databases, using the descriptors "thought", "teaching" and "nursing" in Portuguese and English. The search resulted in 3,147 articles, and 23 papers published between 2010 and 2015 were selected. RESULTS: Fourteen (60.2%) studies used the Facione framework and eight (34.4%) resorted to different critical thinking assessment tools applied in nursing and education. CONCLUSIONS: Most studies used the Facione framework. Among the evaluation tools, the California Critical Thinking Skills Test (CCTST) and the Watson-Glaser Critical Thinking Appraisal stood out as the most common instruments; both focus on cognitive skills in critical thinking.
Authors: Hege Vistven Stenseth; Simen Alexander Steindal; Marianne Trygg Solberg; Mia Alexandra Ølnes; Andrea Mohallem; Anne Lene Sørensen; Camilla Strandell-Laine; Camilla Olaussen; Caroline Farsjø Aure; Fernando Riegel; Ingunn Pedersen; Jaroslav Zlamal; Jussara Gue Martini; Paula Bresolin; Silje Christin Wang Linnerud; Andréa Aparecida Gonçalves Nes Journal: JMIR Res Protoc Date: 2022-04-04
Authors: Carmen Ramón; Bruno José Nievas-Soriano; Jessica García-González; Raquel Alarcón-Rodríguez; Mar Requena-Mullor; David Lozano-Paniagua Journal: Healthcare (Basel) Date: 2022-04-02