| pubmed-article:11103972 | rdf:type | pubmed:Citation | lld:pubmed |
| pubmed-article:11103972 | lifeskim:mentions | umls-concept:C0015538 | lld:lifeskim |
| pubmed-article:11103972 | lifeskim:mentions | umls-concept:C0684017 | lld:lifeskim |
| pubmed-article:11103972 | lifeskim:mentions | umls-concept:C0039869 | lld:lifeskim |
| pubmed-article:11103972 | lifeskim:mentions | umls-concept:C1511545 | lld:lifeskim |
| pubmed-article:11103972 | pubmed:issue | 8 | lld:pubmed |
| pubmed-article:11103972 | pubmed:dateCreated | 2001-2-21 | lld:pubmed |
| pubmed-article:11103972 | pubmed:abstractText | This study investigated nurse educators' definition of the concept critical thinking. A sample of 201 baccalaureate nurse educators in midwest nursing programs completed a questionnaire identifying their perception of critical-thinking skills and characteristics, and their agreement with non-nurse critical-thinking experts on items often considered to be critical thinking. This study found that nurse educators agreed with non-nurse critical-thinking experts on the skills and dispositions; however, significant differences were found between nurse educators and non-nurse experts regarding concepts related to critical thinking. Nurse educators were more likely to identify researching, problem-solving, decision-making, and planning as critical thinking. Despite their assertion otherwise, it is apparent from this study that nurse educators have a different perception of critical thinking than scholars in other disciplines. This study suggests that practice disciplines such as nursing may perceive critical thinking differently than educators in nonpractice disciplines. | lld:pubmed |
| pubmed-article:11103972 | pubmed:commentsCorrections | http://linkedlifedata.com/r... | lld:pubmed |
| pubmed-article:11103972 | pubmed:language | eng | lld:pubmed |
| pubmed-article:11103972 | pubmed:journal | http://linkedlifedata.com/r... | lld:pubmed |
| pubmed-article:11103972 | pubmed:citationSubset | IM | lld:pubmed |
| pubmed-article:11103972 | pubmed:status | MEDLINE | lld:pubmed |
| pubmed-article:11103972 | pubmed:month | Nov | lld:pubmed |
| pubmed-article:11103972 | pubmed:issn | 0148-4834 | lld:pubmed |
| pubmed-article:11103972 | pubmed:author | pubmed-author:GordonJ MJM | lld:pubmed |
| pubmed-article:11103972 | pubmed:issnType | Print | lld:pubmed |
| pubmed-article:11103972 | pubmed:volume | 39 | lld:pubmed |
| pubmed-article:11103972 | pubmed:owner | NLM | lld:pubmed |
| pubmed-article:11103972 | pubmed:authorsComplete | Y | lld:pubmed |
| pubmed-article:11103972 | pubmed:pagination | 340-51 | lld:pubmed |
| pubmed-article:11103972 | pubmed:dateRevised | 2006-11-15 | lld:pubmed |
| pubmed-article:11103972 | pubmed:meshHeading | pubmed-meshheading:11103972... | lld:pubmed |
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| pubmed-article:11103972 | pubmed:meshHeading | pubmed-meshheading:11103972... | lld:pubmed |
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| pubmed-article:11103972 | pubmed:meshHeading | pubmed-meshheading:11103972... | lld:pubmed |
| pubmed-article:11103972 | pubmed:meshHeading | pubmed-meshheading:11103972... | lld:pubmed |
| pubmed-article:11103972 | pubmed:meshHeading | pubmed-meshheading:11103972... | lld:pubmed |
| pubmed-article:11103972 | pubmed:year | 2000 | lld:pubmed |
| pubmed-article:11103972 | pubmed:articleTitle | Congruency in defining critical thinking by nurse educators and non-nurse scholars. | lld:pubmed |
| pubmed-article:11103972 | pubmed:affiliation | Department of Biomedical Sciences, Southwest Missouri State University, Springfield 65804, USA. | lld:pubmed |
| pubmed-article:11103972 | pubmed:publicationType | Journal Article | lld:pubmed |
| pubmed-article:11103972 | pubmed:publicationType | Comparative Study | lld:pubmed |
| http://linkedlifedata.com/r... | pubmed:referesTo | pubmed-article:11103972 | lld:pubmed |
