Use of writing portfolios for interdisciplinary assessment of critical thinking outcomes of nursing students.

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Hazel N. Brown, Eloise R. Lewis Excellence Professor and Chair (Creator)
Eileen Mieras Kohlenberg, Associate Dean for Graduate Programs (Contributor)
The University of North Carolina at Greensboro (UNCG )
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Abstract: This article discusses an interdisciplinary research project in which faculty from nursing and english collaborated in the assessment of students' critical thinking skills as reflected in writing portfolios. Faculty reviewed students' writing portfolios and then corresponded on email from two different universities about evidence of critical thinking in the portfolios. Findings suggest that writing portfolios can provide important evidence of critical thinking outcomes. To do this, however, faculty need to design writing assignments to foster critical thinking skills, helping students to think not only about learning to write, but also about using writing to learn.

Additional Information

Nursing Forum, 32(4), 12-24
Language: English
Date: 1997
Writing portfolios, Faculty, Critical thinking skills

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