Research article summary (published 30 Dec 2006):

Writing context-dependent item sets that reflect critical thinking learning outcomes.

Full Abstract

Faculty in a medical-surgical nursing course developed learning outcomes to foster critical thinking skills involved in clinical reasoning. To facilitate students' abilities to make effective clinical judgments, direct teaching of thinking skills was incorporated into nursing content instruction. This instructional design challenged faculty to develop test items that would permit direct observation of students' thought processes. The author describes how context-dependent item sets were developed to meet this evaluation need.

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Author information

Author/s: Su, Whei Ming (WM);

Affiliation: Nursing Department, Purdue University North Central, Westville, IN 46391, USA. wmingsu(-atsign-)pnc.edu

Journal and publication information

Publication Type: Journal Article

Journal: Nurse educator (Nurse Educ), published in United States. (Language: eng)

Reference: -2007 Jan-Feb; vol 32 (issue 1) : pp 11-5

Dates: Created 2007/01/15; Completed 2007/03/02;

PMID: 17220761, status: MEDLINE (last retrieval date: 12/26/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Attitude of Health Personnel Clinical Competence - standards Curriculum Data Collection Data Interpretation, Statistical Education, Nursing, Baccalaureate - methods; standards Educational Measurement - methods Humans Internal Medicine - education Judgment Logic

Logic Nursing Assessment - standards Nursing Process - standards Outcome Assessment (Health Care) Perioperative Nursing - education Psychology, Educational Students, Nursing - psychology Teaching Thinking Transfer (Psychology) Writing

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