Development and psychometric testing of the Carter Assessment of Critical Thinking in Midwifery (Preceptor/Mentor version)

Carter, Amanda; Creedy, Debra; Sidebotham, Mary

doi:10.1016/j.midw.2015.12.002

Cited by 20 publications

(19 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…61,81,84 In the more recent medical literature, there was an increasing emphasis on the role of context and patient preferences as part of the reasoning process. 33,44,64,[85][86][87] In the nursing literature, related terms were critical thinking [88][89][90][91][92][93][94][95][96] and clinical reasoning. The outcomes of reasoning in nursing focus on competence 97,98 and establishing a nursing plan of care.…”

Section: [Hd2]synopses Of Clinical Reasoning By Disciplinementioning

confidence: 99%

Clinical Reasoning in Physical Therapy: A Concept Analysis

et al. 2018

View full text Add to dashboard Cite

Background Physical therapy, along with most health professions, struggles to describe clinical reasoning, despite it being a vital skill in effective patient care. This lack of a unified conceptualization of clinical reasoning leads to variable and inconsistent teaching, assessment, and research. Objective The objective was to conceptualize a broad description of physical therapists’ clinical reasoning grounded in the published literature and to unify understanding for future work related to teaching, assessment, and research. Design/Methods The design included a systematic concept analysis using Rodgers’ evolutionary methodology. A concept analysis is a research methodology in which a concept's characteristics and the relation between features of the concept are clarified. Results Based on findings in the literature, clinical reasoning in physical therapy was conceptualized as integrating cognitive, psychomotor, and affective skills. It is contextual in nature and involves both therapist and client perspectives. It is adaptive, iterative, and collaborative with the intended outcome being a biopsychosocial approach to patient/client management. Limitations Although a comprehensive approach was intended, it is possible that the search methods or reduction of the literature were incomplete or key sources were mistakenly excluded. Conclusions A description of clinical reasoning in physical therapy was conceptualized, as it currently exists in representative literature. The intent is for it to contribute to the unification of an understanding of how clinical reasoning has been conceptualized to date by practitioners, academicians, and clinical educators. Substantial work remains to further develop the concept of clinical reasoning for physical therapy, including the role of movement in our reasoning in practice.

show abstract

Section: [Hd2]synopses Of Clinical Reasoning By Disciplinementioning

confidence: 99%

Clinical Reasoning in Physical Therapy: A Concept Analysis

et al. 2018

View full text Add to dashboard Cite

show abstract

“…http://doi.org/10.1080/09500693.2017.1346847 Bunterm, T., Lee, K., Ng Lan Kong, J., Srikoon, S., Vangpoomyai, P., Rattanavongsa, J., & Rachahoon, G. (2014 1937-1959. http://doi.org/10.1080/09500693.2014.886347 Carmichael, E., & Farrell, H. (2012 Carter, A. G., Creedy, D. K., & Sidebotham, M. (2016).…”

Section: Interventionmentioning

confidence: 99%

The Effectiveness of Inquiry Lesson-Based Immunity System Module to Empower the Students’ Critical Thinking Skill

2018

View full text Add to dashboard Cite

This research aimed to find out the effectiveness of inquiry lesson (IL)-based immunity system module product to empower the students' critical thinking skill. This study was quasi-experimental research with pretest-posttest control group design nonequivalent. The participant or subject of research consisted of 67 Senior High School students in Kediri in Academic Year of 2016/2017 distributed in two classes: 33 students in the 11 th Natural Science 2 Grade as experiment class and 34 students in the 11 th Natural Science 3 Grade as existing class. The instrument used to collect data on critical thinking skill was essay test. Experiment class was treated using inquiry lesson-based module, and existing class using module commonly used at school. Data analysis employed t-test at significance level with p-value = 0.000 (p<0.05). The gap between pre-and posttest scores was 20.99% for experiment class and 10.76% for existing class. From the result of research, it could be concluded that learning using inquiry lesson (IL)based immunity system in learning process is very significant to empower the students' critical thinking skill.

show abstract

“…Psychometric testing confirmed the reliability and validity of the tools in measuring critical thinking skills in midwifery practice (Carter et al, 2016b, Carter et al, 2017a, Carter et al, 2017b. Further testing of matched responses for participating students on the three tools also indicated good reliability and concurrent validity (Carter et al, 2017c).…”

Section: Establish Concurrent Validity Of the Three New Toolsmentioning

confidence: 65%