“Throughout the semester students demonstrated critical thinking skills needed as professionals, and more importantly developed a professional questioning disposition. Although students exhibited a willingness to transition to professionals, it is unknown how students will perform as professionals...Cultivating a professional perspective evolved from initial codes of gaining confidence to work in the field, being comfortable as a student and from a preliminary code of gaining a sense of the profession.” (p.113) “In other words, students knew the skills required of the profession and were now learning how to act as effective professionals.” (p.114)

Kiener, M., Ahuna, K. H., & Tinnesz, C. G. (2013). Documenting critical thinking in a capstone course: Moving students toward a professional disposition. Educational Action Research, 22(1), 109-121. doi:10.1080/09650792.2013.856770