Promoting critical thinking in midwifery students
An extensive body of research work has been undertaken to measure and evaluate the development of critical thinking in undergraduate midwifery students.
Study 1 – Measurement of Critical Thinking in Midwifery
The tools can be used to map critical thinking development across the course of the degree, providing targeted feedback to students, highlighting areas for further development. Although the tools and model were originally designed for use within midwifery students they could also be used with midwives in practice, particularly with newly qualified midwives.
A number of national and international universities are interested in using the CACTiM tools in their undergraduate midwifery program and undertake collaborative research comparing critical thinking development between institutions. If you are interested in using any or all of the CACTiM tools and/ or participating in collaborative research please contact Dr Amanda Carter. Dr Carter will provide a copy of the tools and guidelines for use.
Study 2 – Conceptual Model of Critical Thinking in Midwifery
This model presents a new understanding of critical thinking in midwifery practice. This staged conceptual model can embedded into midwifery curriculum and be used as a framework to teach and facilitate the development of critical thinking in midwifery. The model can also be used by students, newly qualified or experienced midwives to guide midwifery decision making.
Study 3 – Development of a Consensus Definition of Critical Thinking in Midwifery: A Delphi Study
Midwives require well developed critical thinking skills to inform professional judgement that is evidence based, safe, woman-centred and individualised. Currently there is no discipline specific definition of critical thinking in midwifery practice. This study using a Delphi technique will develop an international consensus definition of critical thinking in midwifery. Midwives recognised as experts in midwifery education, practice, and research from diverse geographical, cultural, and practice areas will be invited to participate in this study. If you would like volunteer to contribute to this Delphi study please contact Dr Amanda Carter.