Critical Thinking Assessment Tool
Critical Thinking Assessment Tool
Choose a population that you believe should use critical thinking.
Develop a tool, for this specific population, that you can use to assess or measure the cognitive habits or behaviors that are part of the critical thinking process that this population uses.
For example – a novice nurse entering the nursing profession, an experienced nurse working on a new unit, parents of a child with a chronic illness, a patient who has a new diagnosis of diabetes or heart disease and must learn to self-manage the disease.
Use Box 2-5 and appendix A to choose which cognitive habits and behaviors you decide to measure.
The tool should include:
A total of eight questions, each addressing a specific cognitive habit or behavior.
A rationale for each question – why that question can measure that specific cognitive habit or behavior.
Introduce your tool with a discussion of the importance of cognitive habits or behaviors that encourage critical thinking. Provide a conclusion to pull the entire activity together.
Here is an example of one question you can ask when assessing the critical thinking skills of minority parents of overweight children.
Question: How do you feel about your child’s overall health? Your family’s health?
Rationale: This question is assessing the critical thinking skill or habit of the mind: contextual perspective. Assessing how the parents feel about their family’s overall health would give the nurse a view of their contextual perspective. Parents who are cognizant of their children’s or overall family’s weight issues, poor eating habits, or lack of exercise can result in the potential consequences of childhood obesity such as hypertension, asthma, and diabetes. (Rubenfeld & Scheffer, 2015).
Question
Rationale
How do you feel about your child’s overall health? Your family’s health?
This question is assessing the critical thinking skill or habit of the mind: contextual perspective. Assessing how the parents feel about their family’s overall health would give the nurse a view of their contextual perspective. Parents who are cognizant of their children’s or overall family’s weight issues, poor eating habits, or lack of exercise can result in the potential consequences of childhood obesity such as hypertension, asthma, and diabetes. (Rubenfeld & Scheffer, 2015).
Reading and Resources
Read Chapters 1 & 2 In Rubenfeld, M. G., & Scheffer, B.K. (2015). Critical thinking TACTICS for nurses: Achieving the IOM competencies (3rd ed.). Sudbury, MA: Jones and Bartlett.
Complete Critical Thinking Habits of the Mind (Appendix A, Critical Thinking Inventory, p. 341-356) in the textbook. This assessment will help you reflect upon and consider your own critical thinking skills and find your strengths and areas needing improvement.
Read Whiffin, C. J., & Hasselder, A. (2013). Making the link between critical appraisal, thinking and analysis. British Journal of Nursing, 22(14), 831–835.
Additional Instructions:
All submissions should have a title page and reference page.
Utilize a minimum of two scholarly resources.
Adhere to grammar, spelling and punctuation criteria.
Adhere to APA compliance guidelines.
Adhere to the chosen Submission Option for Delivery of Activity guidelines.
Submission Options:
Choose One:
Instructions:
Paper
3 to 4-page paper. Include title and reference pages.
Interprofessional Communication: Critical Thinking Assessment Tool Description: The baccalaureate nurse will integrate theory and critical thinking to understand the human experience Course Competencies: 1) Apply the concepts of critical thinking to patient assessment. 3) Compare methods to assess nursing competency. 4) Discuss ways to improve knowledge seeking behaviors in the workplace. 6) Propose ways to minimize conflict in the workplace. 7) Discuss the impact of health care technology on nursing practice. QSEN Competency: 2) Teamwork and Collaboration BSN Essential I
APA, Grammar, Spelling, and Punctuation
No errors in APA, Spelling, and Punctuation.
One to three errors in APA, Spelling, and Punctuation.
Four to six errors in APA, Spelling, and Punctuation.
Seven or more errors in APA, Spelling, and Punctuation.
References Provides two or more references.
Provides two references.
Provides one references.
Provides no references.
Area Gold
Mastery
Silver
Proficient
Bronze
Acceptable
Acceptable Mastery not
Demonstrated
Identify a specific population that should use critical thinking.
Fully details the population and why this specific population should use critical thinking.
Describes the population and why this specific population should use critical thinking.
Describes the population but does not include why this specific population should use critical thinking.
Does not include the population or why this population should use critical thinking
The importance of cognitive habits or behaviors that encourage critical thinking.
Fully details how cognitive habits or behaviors encourage critical thinking.
Describes how cognitive habits or behaviors encourage critical thinking.
Superficially describes cognitive habits or behaviors encourage critical thinking.
Does not describe cognitive habits or behaviors
Questions that address specific cognitive habits or behaviors.
Includes 8 questions in the tool.
Includes 4 to 7 questions in the tool
Includes 2 to 3 questions in the tool
Includes 1 or fewer questions in the tool
Rationales for the questions.
Fully details each rationale and why that question can measure the specific cognitive habit or behavior.
Describes each rationale and why that question can measure the specific cognitive habit or behavior.
Describes the rationale but does not include why that question can measure the specific cognitive habit or behavior.
Does not include the rationale or why that question can measure the specific cognitive habit or behavior
Critical Thinking Assessment Tool
· Choose a population that you believe should use critical thinking.
· Develop a tool, for this specific population, that you can use to assess or measure the cognitive habits or behaviors that are part of the critical thinking process that this population uses.
For example – a novice nurse entering the nursing profession, an experienced nurse working on a new unit, parents of a child with a chronic illness, a patient who has a new diagnosis of diabetes or heart disease and must learn to self-manage the disease.
· Use Box 2-5 and appendix A to choose which cognitive habits and behaviors you decide to measure.
The tool should include:
· A total of eight questions, each addressing a specific cognitive habit or behavior.
· A rationale for each question – why that question can measure that specific cognitive habit or behavior.
Introduce your tool with a discussion of the importance of cognitive habits or behaviors that encourage critical thinking. Provide a conclusion to pull the entire activity together.
Here is an example of one question you can ask when assessing the critical thinking skills of minority parents of overweight children.
Question: How do you feel about your child’s overall health? Your family’s health?
Rationale: This question is assessing the critical thinking skill or habit of the mind: contextual perspective. Assessing how the parents feel about their family’s overall health would give the nurse a view of their contextual perspective. Parents who are cognizant of their children’s or overall family’s weight issues, poor eating habits, or lack of exercise can result in the potential consequences of childhood obesity such as hypertension, asthma, and diabetes. (Rubenfeld & Scheffer, 2015).
Question
Rationale
How do you feel about your child’s overall health? Your family’s health?
This question is assessing the critical thinking skill or habit of the mind: contextual perspective. Assessing how the parents feel about their family’s overall health would give the nurse a view of their contextual perspective. Parents who are cognizant of their children’s or overall family’s weight issues, poor eating habits, or lack of exercise can result in the potential consequences of childhood obesity such as hypertension, asthma, and diabetes. (Rubenfeld & Scheffer, 2015).
Reading and Resources
Read Chapters 1 & 2 In Rubenfeld, M. G., & Scheffer, B.K. (2015). Critical thinking TACTICS for nurses: Achieving the IOM competencies (3rd ed.). Sudbury, MA: Jones and Bartlett.
Complete Critical Thinking Habits of the Mind (Appendix A, Critical Thinking Inventory, p. 341-356) in the textbook. This assessment will help you reflect upon and consider your own critical thinking skills and find your strengths and areas needing improvement.
Read Whiffin, C. J., & Hasselder, A. (2013). Making the link between critical appraisal, thinking and analysis. British Journal of Nursing, 22(14), 831–835.
Additional Instructions:
1. All submissions should have a title page and reference page.
2. Utilize a minimum of two scholarly resources.
3. Adhere to grammar, spelling and punctuation criteria.
4. Adhere to APA compliance guidelines.
5. Adhere to the chosen Submission Option for Delivery of Activity guidelines.
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