Cross-cultural perspectives on critical thinking. journal of nursing education

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In the analytical phase we compared the data from the theoretical and the fieldwork phases. The concept of critical thinking had many different antecedents, attributes, and consequences.

Antecedents, attributes, and consequences of critical thinking concept identified in the theoretical phase were in some ways different and in some way similar to antecedents, attributes, and consequences identified in the fieldwork phase. Finally critical thinking in nursing education in Iran was clarified.

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Nursing Education and its Cultural Congruency in the Sultanate of Oman: Case Study

Critical thinking is a logical, situational, purposive, and outcome-oriented thinking process. It is an acquired and evolving ability which develops individually. Such thinking process could lead to the professional accountability, personal development, God's consent, conscience appeasement, and personality development. We use cookies to help provide and enhance our service and tailor content and ads. By continuing you agree to the use of cookies.

Critical Thinking Part 2: Components and Development

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Cross-Cultural Perspectives on Critical Thinking

Summary Purpose Given the wide disagreement over the definition of critical thinking in different disciplines, defining and standardizing the concept according to the discipline of nursing is essential. Related Papers. By Shanaz Cassum and Shehla khan.


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By Joanne Profetto McGrath. Critical thinking as an outcome of context-based learning among post RN students: A literature review. Learning styles and critical thinking relationship in baccalaureate nursing education: A systematic review.


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    Frederickson, Keville C. (kcf2)

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