Evaluation of Critical Thinking in a Baccalaureate Nursing Program

Abstract

The assessment of critical thinking traditionally has been accomplished through observation of students by faculty in clinical settings and evaluation of written patient assessments and care plans. Quantitative measurement has become a current focus of nurse educators. The purpose of this cross-sectional study was to compare and contrast critical thinking abilities in beginning and graduating nursing students using the California Critical Thinking Skills Test (CCTST) and the California Critical Thinking Disposition Inventory (CCTDI). The CCTST revealed a significant difference in critical thinking from the sophomore year to the senior year. There also were significant differences between sophomores and seniors on the overall score for the CCTDI, with subtest differences in truth-seeking, analyticity, self-confidence, and inquisitiveness.