Relationship between selected discourse strategies and student critical thinking.

This study investigated the relationship between use of selected discourse strategies and level of student critical thinking in nursing clinical post-conferences. Selected discourse strategies included: (a) teacher high-level questions, (b) teacher elaboration of student ideas, (c) teacher probing questions, (d) student participation, and (e) student-to-student participation. The level of student critical thinking was defined as the quartile ranking of students (N = 57) on the Watson-Glaser Critical Thinking Appraisal summative measure.