Developing Analytic Thinking Skills in Early Undergraduate Education

Authors

Barbara J. Bowers
Donna O. McCarthy, Marquette UniversityFollow

Document Type

Article

Language

eng

Format of Original

8 p.

Publication Date

3-1993

Publisher

Slack Incorporated

Source Publication

Journal of Nursing Education

Source ISSN

0148-4834

Original Item ID

doi:10.3928/0148-4834-19930301-05

Abstract

This article describes how a required prenursing health issues course was substantially restructured to increase the opportunities for students to develop analytic skills and for faculty to gain greater insight into how the students processed course content. Using writing-to-learn (WTL) strategies based on theories of adult cognitive development (Kinneavy, McCIeary, & Nakadate, 1985; Kohlberg, 1978; Perry 1978), course readings, writing assignments, and exam questions were revised continuously over five semesters. This article describes the purpose and process of redesigning the course and some reflections on the outcome.

Comments

Journal of Nursing Education, Vol. 32, No. 3 (March 1993): 107-114. DOI. © 1993 Slack Journals. Used with permission.

Recommended Citation

Bowers, Barbara J. and McCarthy, Donna O., "Developing Analytic Thinking Skills in Early Undergraduate Education" (1993). College of Nursing Faculty Research and Publications. 237.
https://epublications.marquette.edu/nursing_fac/237