Abstract
Students entering nursing education present with a range of critical-thinking skills and dispositions that are affected by genetic influences, modeling by others, and formal learning experiences. The experience of higher education further contributes, positively or negatively, to the development of those skills and dispositions over time. A conceptual framework is presented as a model to explain the relationship between variables contributing to critical thinking as it is manifested in clinical judgment. A developmental model is presented to align the development of cognitive capabilities and the application of those capabilities in the subprocesses of the nursing process. Implications for nurse educators related to the understanding of critical-thinking development of students are discussed.
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