ArticleNursing and midwifery studies2015
E-learning for Critical Thinking: Using Nominal Focus Group Method to Inform Software Content and Design.
Article in Nursing and midwifery studies, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
3 citing papers in PubMed.
- Development of a blended emergent research training program for clinical nurses (part 1).BMC nursing · 2022Article
- Initial Assessments of E-Learning Modules in Cytotechnology Education.Journal of pathology informatics · 2018Article
- Promotion of critical thinking in e-learning: a qualitative study on the experiences of instructors and students.Advances in medical education and practice · 2016Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundUndergraduate nursing students are often confused by multiple understandings of critical thinking. In response to this situation, the Critiique for critical thinking (CCT) project was implemented to provide consistent structured guidance about critical thinking.
objectivesThis paper introduces Critiique software, describes initial validation of the content of this critical thinking tool and explores wider applications of the Critiique software. MATERIALS AND
methodsCritiique is flexible, authorable software that guides students step-by-step through critical appraisal of research papers. The spelling of Critiique was deliberate, so as to acquire a unique web domain name and associated logo. The CCT project involved implementation of a modified nominal focus group process with academic staff working together to establish common understandings of critical thinking. Previous work established a consensus about critical thinking in nursing and provided a starting point for the focus groups. The study was conducted at an Australian university campus with the focus group guided by open ended questions.
resultsFocus group data established categories of content that academic staff identified as important for teaching critical thinking. This emerging focus group data was then used to inform modification of Critiique software so that students had access to consistent and structured guidance in relation to critical thinking and critical appraisal.
conclusionsThe project succeeded in using focus group data from academics to inform software development while at the same time retaining the benefits of broader philosophical dimensions of critical thinking.
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Registered trials
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