Exploring cognitive skill development in midwifery education

Lake, Suzanne; McInnes, Rhona J.

doi:10.1016/j.nepr.2012.04.015

Cited by 35 publications

(32 citation statements)

References 18 publications

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“…Development of critical thinking (24) - 1 1 Understanding the experience of developing critical thinking, clinical reasoning and problem solving (25) 1 -1…”

Section: -1mentioning

confidence: 99%

“…In the analyzed studies, the contexts of critical thinking development were classroom and clinical settings (obstetrics and psychiatry) (23)(24)(25)(26) . Students were investigated: in their decision making, and the factors that help or interfere in this process were analyzed (23) ; in the available evidence on the development of nursing students' critical thinking through problem-based learning (24) ; in the understanding that they develop cognitive skills from their experiences (25) and in identifying critical thinking contexts during clinical practice in psychiatry units (26) .…”

Section: The Experience Of Developing Critical Thinking/ Clinical Reamentioning

confidence: 99%

“…Students were investigated: in their decision making, and the factors that help or interfere in this process were analyzed (23) ; in the available evidence on the development of nursing students' critical thinking through problem-based learning (24) ; in the understanding that they develop cognitive skills from their experiences (25) and in identifying critical thinking contexts during clinical practice in psychiatry units (26) . The findings of the studies indicated that to improve the learning environment in the classroom, the participation of nursing mentors and tutoring support in the clinical practice fields (23)(24) , the students' understanding of the importance of cognitive skills in their own training (25) , thus promoting reflection by the students about themselves, their actions, personal feelings and student-patient relationships (26) are necessary conditions for developing the process of decisionmaking in nursing education. The development of critical thinking in the context of problem-based learning is still controversial (24) .…”

Section: The Experience Of Developing Critical Thinking/ Clinical Reamentioning

confidence: 99%

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Clinical reasoning in undergraduate nursing education: a scoping review

Menezes

Corrêa

Silva

et al. 2015

Rev. esc. enferm. USP

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Objective:This study aimed at analyzing the current state of knowledge on clinical reasoning in undergraduate nursing education. Methods: A systematic scoping review through a search strategy applied to the MEDLINE database, and an analysis of the material recovered by extracting data done by two independent reviewers. The extracted data were analyzed and synthesized in a narrative manner. Results: From the 1380 citations retrieved in the search, 23 were kept for review and their contents were summarized into five categories: 1) the experience of developing critical thinking/clinical reasoning/decision-making process; 2) teaching strategies related to the development of critical thinking/clinical reasoning/decision-making process; 3) measurement of variables related to the critical thinking/clinical reasoning/decision-making process; 4) relationship of variables involved in the critical thinking/clinical reasoning/decisionmaking process; and 5) theoretical development models of critical thinking/clinical reasoning/decision-making process for students. Conclusion: The biggest challenge for developing knowledge on teaching clinical reasoning seems to be finding consistency between theoretical perspectives on the development of clinical reasoning and methodologies, methods, and procedures in research initiatives in this field.

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“…Development of critical thinking (24) - 1 1 Understanding the experience of developing critical thinking, clinical reasoning and problem solving (25) 1 -1…”

Section: -1mentioning

confidence: 99%

Section: The Experience Of Developing Critical Thinking/ Clinical Reamentioning

confidence: 99%

Section: The Experience Of Developing Critical Thinking/ Clinical Reamentioning

confidence: 99%

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Clinical reasoning in undergraduate nursing education: a scoping review

Menezes

Corrêa

Silva

et al. 2015

Rev. esc. enferm. USP

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“…Lave and Wenger (1991) identify the other as a periphery member of the community, and explain that to assist learning and an improved sense of well-being they need to become a full community member. Providing midwifery students with a sense of inclusion in the team promotes learning (Lake & McInnes, 2012).…”

Section: Discussionmentioning

confidence: 99%

Workplace culture and the practice experience of midwifery students: A meta-synthesis

et al. 2017

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“…This has been influenced by numerous factors, such as declining inpatient populations, rarity of some emergency clinical situations, safety concerns and advances in learning theory, forcing educators to move away from traditional clinical encounters to support student skill acquisition (Laschinger et al, 2008;McKenna et al, 2011). Simulation is being used in undergraduate midwifery education as a way of preparing students to practise safely; it has the potential to ensure graduate midwives are capable of assuming the full mantle of responsibilities and accountabilities of a midwife on graduation (Lake & McInnes, 2012).…”

Section: Introductionmentioning

confidence: 99%

Celebrating and honouring midwifery in New Zealand

Crowther¹

2015

nzcomjnl

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JOURNALMidwifery practice arrangements which sustain caseloading Lead Maternity Carer midwives in New Zealand. The impact on midwives of their first stillbirth.Clinically overweight and obese mothers and low rates of breastfeeding: Exploring women's perspectives.ABC by LMC midwives: an innovative intervention to support women to become smoke-free in pregnancy. Guidelines for Contributors to the New Zealand College of Midwives JournalThe Journal focuses on midwifery issues and women's health, it has a readership of midwives and others involved in pregnancy and childbearing, both in New Zealand and overseas.The Journal is printed once each year (December) and uses electronic article based publishing so that papers are published and disseminated as soon as possible. The advantages of article based publishing are:• Articles are processed more quickly • Articles can be disseminated electronically, making them readily available• Improved ability to cite immediately without the need to wait until an issue is complete and then printed• Improved global availability, as each paper is provided with a DOI and put onto the New Zealand College of Midwives website three months after first circulation.Within electronic article based publishing the editors build each issue as an "issue in progress" from papers that have been submitted and accepted for publication. Once an issue is complete, it is printed.The Journal welcomes original research, literature reviews, exemplars/practice stories/case studies, audits and research methodology articles. In general, articles should be between 500-4000 words. It is important that articles submitted for review have not been published previously in any form.The expectation is that articles protect confidentiality where necessary, and that evidence of an ethical process of consent has been undertaken. Confirmation that copyright permission has been obtained for any quoted materials is also expected (see section on copyright). All articles are subject to double blind peer review and the editors reserve the right to make the final decision regarding publication of each article. ARTICLE FORMATArticles should be submitted electronically with double line spacing and a left hand margin of 3cm and a size 12 font. The article should be submitted as an electronic file copy in a WORD document or RTF file.Authors should use the following section headings: Abstract, Key words, followed by the introduction and further subheadings, depending on the type of article, to structure the article. The word count must be stated. Diagrams, tables and photographs should be labelled and supplied as computer generated items. Where these are sent separately from the text, the author/s should indicate where they should be positioned in the article.In addition, authors are requested to provide the following details in a separate "Author information" document (this will not be sent to the reviewers):• Name and qualifications• Occupation (current area of practice/expertise)• Email address and daytime phone number for corre...

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Exploring cognitive skill development in midwifery education

Cited by 35 publications

References 18 publications

Clinical reasoning in undergraduate nursing education: a scoping review

Clinical reasoning in undergraduate nursing education: a scoping review

Workplace culture and the practice experience of midwifery students: A meta-synthesis

Celebrating and honouring midwifery in New Zealand

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