Training Graduate Clinicians: Linking Critical Thinking Abilities With Perceived Clinical Skills

2006 ◽  
Author(s):  
Nathanael G. Mitchell ◽  
Robin Morgan ◽  
Jonathan Carrier ◽  
Gerri Whitworth
Keyword(s):  
Critical Thinking ◽  
Clinical Skills

scholarly journals Rapid transition to online teaching during COVID 19: Students’ and Teachers’ Perceptions in a Pioneer Caribbean Dental School

2020 ◽  
Author(s):  
Reisha Rafeek ◽  
Bidyadhar Sa ◽  
Patrick Harnarayan ◽  
Niall Farnon ◽  
Shala Singh ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Clinical Reasoning ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Clinical Skills ◽  
Thinking Skills ◽  
Dental Students ◽  
Dental School ◽  
Teachers Perceptions ◽  
Rapid Transition

Abstract Background: The sudden advent of the COVID pandemic resulted in the closure of schools and universities in Trinidad, limiting face to face interactions and removing dental students from the clinical environment in The University of the West Indies. The dental school was challenged to complete the final year teaching with a rapid transition to online teaching. This study examined students’ and teachers’ perceptions of the effectiveness of emergency remote online teaching.Method: An online cross-sectional survey was administered on the perception of the online learning environment and challenges experienced and effectiveness of strategies used. Overall thirty-three dental students and eleven clinical academic teachers participated. The questionnaire was emailed to the participants for data collection and they responded by using a Likert scale. Reliability of the questionnaire was determined. Chi-squared (χ2) tests were applied for determining the perceptions of students and teachers towards online teaching. Frequencies and percentages were also computed.Result: Cronbach’s alpha of the students’ and teachers’ questionnaire was calculated at 0.838 and 0.801 respectively. The majority of students (60.6% - 89.5%) perceived that online teaching strategies, have enhanced their clinical reasoning and critical thinking skills in clinical practice, felt motivated to learn, liked learning in their own space, at their own pace and found it easy to adapt. Nearly two-third students (63.6%) were happy to recommend continued use of online strategies. However, the majority (87.9%) perceived it to be somewhat or not effective at all in acquiring clinical skills. The challenges experienced were problems with connectivity to the internet (87.9%) while (48.5%) had experienced distraction during remote teaching. All χ2 values were found to be statistically significant (either P<0.01 or P<0.05). The majority of teachers (72.7% - 92.9%) perceived that they created an enthusiastic online environment, effectively communicated with the students, engaged students in clinical reasoning and critical thinking and gave formative feedback. Teachers were equally divided on whether or not they prepared students to practice clinical skills.Conclusion: Students’ perceptions are similar to teachers’ perceptions in both are positive to the online teaching strategies but both groups reflected concerns over the acquisition of clinical skills.

scholarly journals Effectiveness of One Minute Preceptor Teaching in Improving Clinical Skills of Nursing Undergraduate Students

2021 ◽  
Vol 10 (13) ◽  
pp. 920-924
Author(s):  
Madhuri Shambharkar ◽  
Achita Sawarkar ◽  
Jaya Khandar ◽  
Prerana Sakharwade ◽  
Sonali Kolhekar
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Undergraduate Students ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Sampling Technique ◽  
Theory And Practice ◽  
Control Group ◽  
P Value

BACKGROUND Nurse educator has to do clinical teaching when students are posted either in clinical or community field. Clinical teaching is a method of teaching to an individual or group of students who came in contact with patients when they are posted in clinical or in community field. Clinical education enhances appropriate link between theory and practice and at the same time provides opportunity to have a practice on how to solve complex problems of health care, provide safe care and enhance critical thinking. The objectives of the study were to inform nursing undergraduate students regarding one-minute preceptor (OMP) model, assess perception level of experimental group of students regarding OMP and evaluate the improvement in clinical skills of nursing undergraduate students through one-minute preceptor teaching. METHODS Experimental research design was used. Probability sampling technique was used for the selection of nursing undergraduate students and random sampling method for formation of 2 groups of the students. Total 60 students participated. Likert scale was used to assess perception level and response of students. RESULTS In the present study, 70 % students had very good level of perception and (30 %) had excellent level of perception regarding OMP. Response regarding community posting mean score and standard deviation of both groups was 46.50 ± 2.46 and 35.60 ± 3.60 respectively. Comparison was done between the experimental and control group and P-value was P = 0.00. CONCLUSIONS OMP module is effective to improve clinical skill to manage minor ailments, to make decision and critical thinking at community setting. It can be implemented to the final year undergraduate nursing students and post graduate nursing students. KEY WORDS Effectiveness, One-Minute Preceptor, Clinical Skill

scholarly journals Implementation of active learning methods by nurse educators in undergraduate nursing students’ programs – a group interview

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Sanela Pivač ◽  
Brigita Skela-Savič ◽  
Duška Jović ◽  
Mediha Avdić ◽  
Sedina Kalender-Smajlović
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Active Learning ◽  
Nurse Educators ◽  
Clinical Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Methods ◽  
Study Process ◽  
Positive Effect

Abstract Background Modern and active learning methods form an important part in the education of Nursing students. They encourage the development of communication and critical thinking skills, and ensure the safe health care of patients. Our aim was to obtain naturalistic data from nurse educators regarding want the use and effects of implementing active learning methods (Peyton’s Four-Step Approach, Mind Mapping, Debriefing and Objective Structured Clinical Examination methods) in the study process of students of Nursing after a completed education module, Clinical skills of mentors, as part of the Strengthening Nursing in Bosnia and Herzegovina Project. We wish to learn about the perception of nurse educators regarding the use of active learning methods in the study process of Nursing in the future. Methods Qualitative research was conducted and a group interview technique was used for data collection. Beforehand, research participants were included in a two-day education module, Clinical skills of mentors, as part of the Strengthening Nursing in Bosnia and Herzegovina Project. Content analysis of the discussion transcriptions was conducted. Results Fourteen nurse educators participated. Group interviews were conducted in September 2019. The obtained categories form four topics: (1) positive effect on the development of students’ communication skills (2) positive effect of learning methods on the development of students’ critical thinking skills (3) ensuring a safe learning environment (4) implementation of active learning methods. Conclusions The use of various active learning methods in simulation settings improves the Nursing students’ critical thinking and communication skills. Therefore, we believe that Peyton’s Four-Step Approach, Mind Mapping and Debriefing methods should be included as tools for effective student learning and as preparation for directly performing safe nursing interventions with a patient. Effective approaches to the assessment of Nursing students may ensure quality patient health care in accordance with the vision of the nursing profession.

scholarly journals Peer review and critical thinking in nursing students

2016 ◽  
Author(s):  
Conceiçao Rainho ◽  
Maria Joao Monteiro ◽  
Alice Mártires ◽  
Zita Castelo-Branco ◽  
Rita Payan-Carreira
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Peer Review ◽  
Educational Intervention ◽  
Clinical Skills ◽  
Time Points ◽  
Before And After ◽  
Test Level

Different models are available to help engage and motivate students as well as to model professional thinking and action (Irby, 1994). Their effect increases when regularly used, particularly when supplemented with feedback. Among them, the Paul-Elder´s Elements of Thought, or the Ennis´s FRISCO guidelines may be used for develop clinical skills. The objective of this study is analyse the effect of educational intervention on critical thinking, in nursing students of the 2nd year, based on the peer review, using the Cornell test (Level X) before and after intervention. Of the 74 students who participated in the study, 75.7% were female with an average age of 20.8 years. The average scores of critical thinking before intervention was 21.3 and after was 28.5, the average was statistically significant different between the two time points (p &lt;0.01).

scholarly journals Implementation of Active Learning Methods in Nursing Undergraduate Study Programs – A Group Interview

2021 ◽  
Author(s):  
Sanela Pivač ◽  
Brigita Skela-Savič ◽  
Duška Jović ◽  
Mediha Avdić ◽  
Sedina Kalender-Smajlović
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Active Learning ◽  
Nurse Educators ◽  
Clinical Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Mind Mapping ◽  
Learning Methods ◽  
Positive Effect

Abstract Background: Modern and active learning methods form an important part in the education of Nursing students. They encourage the development of communication and critical thinking skills, and ensure the safe health care of patients. Our aim was to obtain naturalistic data from nurse educators regarding the use and effects of implementing active learning methods (Peyton's Four-Step Approach, Mind Mapping, Debriefing and Objective Structured Clinical Examination methods) in the study process of students of Nursing after a completed education module, Clinical skills of mentors, as part of the Strengthening Nursing in Bosnia and Herzegovina Project. Methods: Qualitative research was conducted and a group interview technique was used for data collection. Beforehand, research participants were included in a two-day education module, Clinical skills of mentors, as part of the Strengthening Nursing in Bosnia and Herzegovina Project. 14 nurse educators participated. Group interviews were conducted in September 2019. Content analysis of the discussion transcriptions was conducted. Results: The obtained categories form four topics: 1) positive effect on the development of students' communication skills 2) positive effect of learning methods on the development of students' critical thinking skills 3) ensuring a safe learning environment 4) implementation of active learning methods.Conclusions: The use of various active learning methods in simulation settings improves the Nursing students’ critical thinking and communication skills. Therefore, we believe that Peyton’s Four-Step Approach, Mind Mapping and Debriefing methods should be included as tools for effective student learning and as preparation for directly performing safe nursing interventions with a patient. Effective approaches to the assessment of Nursing students may ensure quality patient health care in accordance with the vision of the nursing profession.

scholarly journals Critical Assessment and Reflection on Experience Form: A Novel Approach to Clinical Assessment

2021 ◽  
Vol 16 (4) ◽  
pp. 307-315
Author(s):  
Meredith J. Madden ◽  
Donna Ritenour ◽  
Kimberly L. Mace
Keyword(s):  
Quality Improvement ◽  
Critical Thinking ◽  
Athletic Training ◽  
Clinical Education ◽  
Assessment Tool ◽  
Clinical Skills ◽  
Thinking Skills ◽  
Critical Assessment ◽  
Clinical Experiences ◽  
Program Administrators

Context There is a clear need for quality improvement in health care. The 2020 Commission on Accreditation of Athletic Training Education Standards for Professional Athletic Training Programs require students to apply concepts of quality improvement to provide athletic training care and deliver excellent patient outcomes. As such, programs may be looking for strategies to view students' clinical experiences through a lens of quality improvement. Objective To introduce the Critical Assessment and Reflection on Experience (CARE) form, which is a novel clinical education tool that assesses student clinical skills using critical reflection and quality improvement concepts. Background Historically, students have demonstrated achievement by comparing their skill performance with a competency checklist. Typically, the skills assessed, and the level of achievement expected progress to allow learning over time. However, current athletic training clinical education literature has shifted to promote experiential learning, critical thinking, and active reflection to develop competence. Description Students complete the CARE form after patient encounters or other clinical experiences. The form requires students to practice documentation and communication skills, but also to critically reflect on performance by applying quality improvement, patient safety, and evidence-based practice concepts. Clinical Advantage(s) The form holds advantages for multiple stakeholders, including students, preceptors, and program administrators. The CARE form encourages students to engage in authentic patient interactions rather than relying on contrived learning experiences. By encouraging live patient encounters, this tool results in less burden on preceptors to create additional opportunities for students. Program administrators can use the tool to incorporate quality improvement standards meaningfully into the curriculum. Additionally, the CARE form creates opportunity to document program assessment. Conclusion(s) Professional programs should consider implementing the CARE form as a clinical experience assessment tool to develop students' quality improvement and critical thinking skills when providing athletic training services.

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

Outcomes: Promoting Reflective Practice Using Performance Indicator Questionnaires

2010 ◽  
Vol 20 (2) ◽  
pp. 64-70 ◽  
Author(s):  
Mary Pat McCarthy
Keyword(s):  
Clinical Education ◽  
Performance Indicator ◽  
Clinical Skills ◽  
Self Assessment ◽  
Clinical Practicum ◽  
Self Reflection ◽  
Healthcare Settings ◽  
Language Pathology ◽  
Traditional Performance ◽  
The University

This article details the process of self-reflection applied to the use of traditional performance indicator questionnaires. The study followed eight speech-language pathology graduate students enrolled in clinical practicum in the university, school, and healthcare settings over a period of two semesters. Results indicated when reflection was focused on students' own clinical skills, modifications to practice were implemented. Results further concluded self-assessment using performance indicators paired with written reflections can be a viable form of instruction in clinical education.

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