012–Critical Thinking Activities for ADN Students in a Pediatric Clinical Setting

2008 ◽  
Vol 23 (2) ◽  
pp. e12
Author(s):  
Joanne Rothblum ◽  
Katherine Kniest
Keyword(s):  
Critical Thinking ◽  
Clinical Setting ◽  
Adn Students

scholarly journals The Vietnamese Version of the Nursing Critical Thinking in Clinical Practice Questionnaire: Translation and Psychometric Evaluation

2020 ◽  
Author(s):  
Tuan Van Nguyen ◽  
Hsueh-Erh Liu
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Clinical Practice ◽  
Clinical Setting ◽  
Intraclass Correlation ◽  
International Comparisons ◽  
Reliability And Validity ◽  
Validity And Reliability ◽  
Critical Thinking Ability ◽  
Thinking Ability

Abstract Background: Many instruments measure critical thinking ability in nursing education. The Nursing Critical Thinking in Clinical Practice Questionnaire (N-CT-4 Practice) is a new tool to measure the level of critical thinking ability of nurses in a clinical setting. However, no study has evaluated the psychometric properties of the N-CT-4 Practice in Vietnam. Therefore, this study translated and evaluated the validity and reliability of the Vietnamese version of the Nursing Critical Thinking in Clinical Practice Questionnaire (V-N-CT-4 Practice). Results: The V-N-CT-4 Practice questionnaire retained the meaning of the original English version and was clear, explicit and easy for nurses to understand. The item content validity index of the V-N-CT-4 Practice was 1.0. The Cronbach’s alpha for the overall scales was .98. The intraclass correlation coefficient was .81. Confirmatory factor analysis indicated that this Vietnamese version fit the proposed model. Conclusions: The findings suggested that the V-N-CT-4 Practice has acceptable reliability and validity for Vietnamese nurses in a clinical setting. Nurse managers and educators can use the V-N-CT-4 Practice to measure the level of critical thinking ability of Vietnamese clinical nurses and make international comparisons possible.

scholarly journals Problem-based case study to enhance critical thinking in student nurses

Curationis ◽  
2001 ◽  
Vol 24 (3) ◽  
Author(s):  
NM Mogale
Keyword(s):  
Critical Thinking ◽  
Clinical Setting ◽  
Phase 1 ◽  
Student Nurses ◽  
Phase Iii ◽  
First Year ◽  
Northern Province ◽  
Study Approach ◽  
College Of Nursing

The use of traditional teaching methods, for example the lecture method, does not stimulate critical thinking in student nurses. This problem can be solved by the utilisation of problem-based case study in the classroom/clinical setting. The purpose of this study is to describe guidelines for the implementation of problem-based case study in a clinical setting among first year, comprehensive course students at the Northern Province College of Nursing: Sovenga campus. The research design of this study was qualitative, explorative, descriptive and contextual and was conducted in the following phases: Phase 1: The development and implementation of a program for problem-based case study in the clinical setting; Phase II: The experiences of student nurses who were exposed to problem-based case study in the clinical setting; Phase III: The perceptions of tutors regarding the implementation of problem-based case study in the clinical setting (focus group), and; ase IV: Guidelines for the implementation of problem-based case study. The data from Phases I, II and III were used to formulate guidelines for the implementation of problem-based case study. The sample group consisted of all 69 first year student nurses at the Northern Province College of Nursing: Sovenga campus and ten tutors teaching clinical courses at the same campus. The Tesch (1990) approach is used for data analysis. Nine guidelines for the implementation of a problem-based case study approach were formulated and recommendations for development of an instrument to measure critical thinking in nursing were recommended.

scholarly journals The Vietnamese Version of the Nursing Critical Thinking in Clinical Practice Questionnaire: Translation and Psychometric Evaluation

2020 ◽  
Author(s):  
Tuan Van Nguyen ◽  
Hsueh-Erh Liu
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Clinical Practice ◽  
Clinical Setting ◽  
Intraclass Correlation ◽  
International Comparisons ◽  
Reliability And Validity ◽  
Validity And Reliability ◽  
Critical Thinking Ability ◽  
Thinking Ability

Abstract Background: Many instruments measure critical thinking ability in nursing education. The Nursing Critical Thinking in Clinical Practice Questionnaire (N-CT-4 Practice) is a new tool to measure the level of critical thinking ability of nurses in a clinical setting. However, no study has evaluated the psychometric properties of the N-CT-4 Practice in Vietnam. Therefore, this study translated and evaluated the validity and reliability of the Vietnamese version of the Nursing Critical Thinking in Clinical Practice Questionnaire (N-CT-4 Practice (V-v)).Results: The N-CT-4 Practice (V-v) questionnaire retained the meaning of the original English version and was clear, explicit and easy for nurses to understand. The item content validity index of the N-CT-4 Practice (V-v) was 1.0. The Cronbach’s alpha for the overall scales was .98. The intraclass correlation coefficient was .81. Confirmatory factor analysis indicated that this Vietnamese version fit the proposed model.Conclusions: The findings suggested that the N-CT-4 Practice (V-v) has acceptable reliability and validity for Vietnamese nurses in a clinical setting. Nurse managers and educators can use the N-CT-4 Practice (V-v) to measure the level of critical thinking ability of Vietnamese clinical nurses and make international comparisons possible.

Cultivating critical thinking in the clinical learning environment

2000 ◽  
Vol 64 (8) ◽  
pp. 610-615 ◽  
Author(s):  
LS Behar-Horenstein ◽  
TA Dolan ◽  
FJ Courts ◽  
GS Mitchell
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Clinical Learning ◽  
Clinical Learning Environment

Biracial Testing: The Question of Clinicians' Influence on Children’s Test Performance

1977 ◽  
Vol 8 (1) ◽  
pp. 5-14 ◽  
Author(s):  
David L. Ratusnik ◽  
Roy A. Koenigsknecht
Keyword(s):  
Clinical Setting ◽  
Test Performance ◽  
Test Scores ◽  
Preschool Age ◽  
Speech And Language ◽  
Black And White ◽  
Drawing Test ◽  
Lower Socioeconomic ◽  
Preschool Age Children

Six speech and language clinicians, three black and three white, administered the Goodenough Drawing Test (1926) to 144 preschoolers. The four groups, lower socioeconomic black and white and middle socioeconomic black and white, were divided equally by sex. The biracial clinical setting was shown to influence test scores in black preschool-age children.

Systems of Oppression in Geriatric Clinical Service Delivery

2021 ◽  
pp. 1-3
Author(s):  
Diane L. Kendall
Keyword(s):  
Higher Education ◽  
Service Delivery ◽  
Clinical Setting ◽  
Service Providers ◽  
Hard Work ◽  
Clinical Service ◽  
Meaningful Change ◽  
Important Work ◽  
Speech Language Pathologists ◽  
Medical Institutions

Purpose The purpose of this article was to extend the concepts of systems of oppression in higher education to the clinical setting where communication and swallowing services are delivered to geriatric persons, and to begin a conversation as to how clinicians can disrupt oppression in their workplace. Conclusions As clinical service providers to geriatric persons, it is imperative to understand systems of oppression to affect meaningful change. As trained speech-language pathologists and audiologists, we hold power and privilege in the medical institutions in which we work and are therefore obligated to do the hard work. Suggestions offered in this article are only the start of this important work.

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