Nurses need critical thinking to make sound clinical judgments. Identifying critical thinking dispositions during employee orientation can help individualize orientation programs that nurture critical thinking in clinical practice. (SK)

Intensive care unit nurses formed a learning group led by an experienced nurse to develop skills and knowledge about trauma. Multiple strategies included lectures, demonstrations, literature review, audiotapes, and case studies. After 4 months, novices improved their ability to perform procedures and skills. (SK)

Interviews with 11 nurses three months after graduation showed they were focused on skills and procedural aspects of care, lacked capacity for patient communication, and relied on routines learned from experienced nurses. They were at the advanced beginner stage of Benner's typology of practice. (Contains 11 references.) (SK)

During an 8-week preceptorship, new nurses (n=32) used self-regulated learning strategies to enhance metacognitive critical thinking. Verbal protocol analysis provided evidence of metacognitive changes, with some differences between bachelor's degree and associate's degree graduates. (KS)

A study of 16 nurses' descriptions of their experiences, thoughts, and feelings that arose from interactions with nurse colleagues during their first year of nursing practice indicated a lack of consistency in the way they were assisted. Suggestions for better transition included mentoring, nonjudgmental guidance, and adequate time for…

Case studies help expand new nurses' critical-thinking ability, giving them the opportunity to make decisions, apply knowledge, and examine beliefs in a safe setting. (SK)

Describes a critical care nursing program based on Benner's novice-to-expert model, Schon's theory of reflective practice, and Cranton's transformative learning theory. Core components are orientation and continuing education that facilitate acquisition of knowledge, practice skills, attitudes, and critical thinking. (Contains 22 references.) (SK)