AIM Clinical assignments in nursing education provide opportunities for students to develop thinking skills vital to the effective delivery of patient care. The purpose of the present study was to examine students' perceived levels of confidence for using thinking skills when completing two types of clinical assignments. BACKGROUND Clinical educators and managers are challenged to develop tea...

The nation’s PK-12 education ecosystem is poised to embrace programs intended to enhance soft skills. Soft skills are generally defined by exclusion as personal qualities other than the formal knowledge transmitted by schools that affect student adjustment, i.e., the effort that students put into their work and their social skills. Such soft skills are far too important for the education reform...

This document summarizes five studies that offer insight into the nature of higher-order thinking skills and the most effective methods for teaching them to students. The reviews outline the conclusions, definitions, recommendations, specific methods of teaching, instructional strategies, and programs detailed in the documents themselves. Strategies mentioned include the Concept Attainment Mode...

The purpose of the present study was to investigate teachers’ declarative metacognitive knowledge of higher order thinking skills. This was a qualitative study conducted within the educational setting of in-service science teachers’ courses. The main finding is that teachers’ intuitive (i.e., pre-instructional) knowledge of metacognition of thinking skills is unsatisfactory for the purpose of t...

The aim of this study was to identify the critical thinking skills utilized in the nursing diagnosis process. This was an exploratory descriptive study conducted with seven nursing students on the application of a clinical case to identify critical thinking skills, as well as their justifications in the nursing diagnosis process. Content analysis was performed to evaluate descriptive data. Six ...