Differentiates between clinical reasoning for diagnosis, etiology, prognosis, and for interventions. Includes basic knowledge about clinical reasoning and more in-depth knowledge, illustrated with videos. Helps to understand and to critical appraise the common research designs in healthcare scientific literature.
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Value-loaded critical thinking refers to a combination of critical thinking, moral value development and reflection. It is important to teach value-loaded critical thinking in secondary education and philosophy seems the pre-eminent subject to do so. This article describes the theoretical foundations of value-loaded critical thinking, its educational objectives, and what is known about effective teaching strategies. Value-loaded critical thinking is best taught in teacher-led philosophical dialogues. Four design principles summarize effective teaching strategies for teaching value-loaded critical thinking in dialogue: teachers should (1) explicitly address moral values in dialogue; (2) apply moral values to engaging or realistic examples; (3) promote critical reasoning about moral values; and (4) provide opportunities for reflection.It is important that secondary school students learn to reason critically about normative issues. Philosophy teachers can contribute to this educational objective by promoting value-loaded critical thinking during philosophical dialogues. Value-loaded critical thinking is critical and reflective reasoning focused on deciding what is the right thing to believe or to do (Frijters et al. 2008). This paper describes the theoretical foundations of value-loaded critical thinking and presents four design principles for promoting value-loaded critical thinking during philosophical dialogues. The four design principles are: teachers should explicitly address moral values in dialogue (1), apply moral values to engaging or realistic examples (2), promote critical reasoning about moral values (3), and provide opportunities for reflection (4). To provide authentic illustrations and practical suggestions for teachers, each design principle includes selected excerpts of classroom dialogues of 10th grade philosophy classes in Dutch.
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Introduction: Given the complexity of teaching clinical reasoning to (future) healthcare professionals, the utilization of serious games has become popular for supporting clinical reasoning education. This scoping review outlines games designed to support teaching clinical reasoning in health professions education, with a specific emphasis on their alignment with the 8-step clinical reasoning cycle and the reflective practice framework, fundamental for effective learning. Methods: A scoping review using systematic searches across seven databases (PubMed, CINAHL, ERIC, PsycINFO, Scopus, Web of Science, and Embase) was conducted. Game characteristics, technical requirements, and incorporation of clinical reasoning cycle steps were analyzed. Additional game information was obtained from the authors. Results: Nineteen unique games emerged, primarily simulation and escape room genres. Most games incorporated the following clinical reasoning steps: patient consideration (step 1), cue collection (step 2), intervention (step 6), and outcome evaluation (step 7). Processing information (step 3) and understanding the patient’s problem (step 4) were less prevalent, while goal setting (step 5) and reflection (step 8) were least integrated. Conclusion: All serious games reviewed show potential for improving clinical reasoning skills, but thoughtful alignment with learning objectives and contextual factors is vital. While this study aids health professions educators in understanding how games may support teaching of clinical reasoning, further research is needed to optimize their effective use in education. Notably, most games lack explicit incorporation of all clinical reasoning cycle steps, especially reflection, limiting its role in reflective practice. Hence, we recommend prioritizing a systematic clinical reasoning model with explicit reflective steps when using serious games for teaching clinical reasoning.
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BACKGROUND: This paper reports a study about the effect of knowledge sources, such as handbooks, an assessment format and a predefined record structure for diagnostic documentation, as well as the influence of knowledge, disposition toward critical thinking and reasoning skills, on the accuracy of nursing diagnoses.Knowledge sources can support nurses in deriving diagnoses. A nurse's disposition toward critical thinking and reasoning skills is also thought to influence the accuracy of his or her nursing diagnoses.METHOD: A randomised factorial design was used in 2008-2009 to determine the effect of knowledge sources. We used the following instruments to assess the influence of ready knowledge, disposition, and reasoning skills on the accuracy of diagnoses: (1) a knowledge inventory, (2) the California Critical Thinking Disposition Inventory, and (3) the Health Science Reasoning Test. Nurses (n = 249) were randomly assigned to one of four factorial groups, and were instructed to derive diagnoses based on an assessment interview with a simulated patient/actor.RESULTS: The use of a predefined record structure resulted in a significantly higher accuracy of nursing diagnoses. A regression analysis reveals that almost half of the variance in the accuracy of diagnoses is explained by the use of a predefined record structure, a nurse's age and the reasoning skills of `deduction' and `analysis'.CONCLUSIONS: Improving nurses' dispositions toward critical thinking and reasoning skills, and the use of a predefined record structure, improves accuracy of nursing diagnoses.
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When teaching grammar, one of the biggest challenges teachers face is how to make their students achieve conceptual understanding. Some scholars have argued that metaconcepts from theoretical linguistics should be used to pedagogically and conceptually enrich traditional L1 grammar teaching, generating more opportunities for conceptual understanding. However, no empirical evidence exists to support this theoretical position. The current study is the first to explore the role of linguistic metaconcepts in the grammatical reasoning of university students of Dutch Language and Literature. Its goal was to gain a better understanding of the characteristics of students’ grammatical conceptual knowledge and reasoning and to investigate whether students’ reasoning benefits from an intervention that related linguistic metaconcepts to concepts from traditional grammar. Results indicate, among other things, that using explicit linguistic metaconcepts and explicit concepts from traditional grammar is a powerful contributor to the quality of students’ grammatical reasoning. Moreover, the intervention significantly improved students’ use of linguistic metaconcepts.
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The purpose of this study was to determine how knowledge sources, ready knowledge, and disposition toward critical thinking and reasoning skills influence the accuracy of student nurses' diagnoses. A randomized controlled trial was conducted to determine the influence of knowledge sources. We used the following questionnaires: (a) knowledge inventory, (b) California Critical Thinking Disposition Inventory, and (c) Health Science Reasoning Test (HSRT). The use of knowledge sources had very little influence on the accuracy of nursing diagnoses. Accuracy was significantly related to the analysis domain of the HSRT. Students were unable to operationalize knowledge sources to derive accurate diagnoses and did not effectively use reasoning skills.
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In secondary school philosophy classes students learn to reason critically about social and scientific issues. This study examined the effects of a whole-class, teacher-led philosophy classroom dialogue intervention on students’ value-loaded critical thinking. Value-loaded critical thinking is logically consistent, self-reflective reasoning focused on making moral value-judgments about what is right to believe or do. In a quasi-experimental study (N = 437 students) with a pre-test post-test design, we investigated whether engaging in classroom dialogues in which the teachers implemented five design principles for promoting value-loaded critical thinking and transfer thereof, positively affected students’ (n = 150) value-loaded critical thinking in transfer tasks. The results were compared to two comparison conditions: students (n = 149) who participated in regular teacher-led philosophy classroom dialogues and students (n = 145) who followed a regular 10th-grade curriculum without philosophy classes. Results showed that students in the intervention condition outperformed students in both comparison conditions on referring to moral values. Regarding critical reasoning, we only found significant effects compared to the students who followed the regular 10th-grade curriculum. Findings indicate that a specifically designed dialogic intervention can enhance students’ capacities in value-loaded critical thinking.
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This book fills an important gap in the sport governance literature by engaging in critical reflection on the concept of ‘good governance’. It examines the theoretical perspectives that lead to different conceptualisations of governance and, therefore, to different standards for institutional quality. It explores the different practical strategies that have been employed to achieve the implementation of good governance principles. The first part of the book aims to shed light on the complexity and nuances of good governance by examining theoretical perspectives including leadership, value, feminism, culture and systems. The second part of the book has a practical focus, concentrating on reform strategies, from compliance policies and codes of ethics to external reporting and integrity systems. Together, these studies shed important new light on how we define and understand governance, and on the limits and capabilities of different methods for inducing good governance. With higher ethical standards demanded in sport business and management than ever before, this book is important reading for all advanced students and researchers with an interest in sport governance and sport policy, and for all sport industry professionals looking to improve their professional practice.
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Background: In the Netherlands, the distinction between Bachelor degree and diploma nursing educational levels remains unclear. The added value of Bachelor degree nurses and how they develop professionally after graduation are subject to debate. Objectives: The aim of this study is to investigate whether Bachelor degree nurses have higher critical thinking skills than diploma nurses do and whether there is a positive relationship between higher critical thinking skills and self-efficacy beliefs. Outcomes might provide instruments that are helpful in positioning of nursing levels in education and practice. Participants: Questionnaire data were used of a sample of 95 registered mental health staff nurses (62 diploma nurses and 33 Bachelor degree nurses). Methods: First, ANOVAwas performed to testwhether the two groupswere comparablewith respect to elements of work experience. Second, t-tests were conducted to compare the two groups of nurses on self-efficacy, perceived performance and critical thinking outcomes. Third, relationships between the study variables were investigated. Finally, structural equation modelling using AMOS was applied to test the relationships. Results: The hypothesis that Bachelor degree nurses are better critical thinkers than diploma nurseswas supported (pb0.01). Years in function turned out to be positively related to self-efficacy beliefs (pb0.01). No significant relation was found between the level of education and self-efficacy beliefs. Conclusions: The results of this study support career development and facilitate more efficient positioning of nursing levels.
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