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

In recognition of the lack of tools that measure critical thinking in midwifery, and the uniqueness and complexity of this skill, three tools that explicitly measure the application of critical thinking in midwifery practice were developed, piloted and psychometrically tested (Carter Assessment of Critical Thinking in Midwifery – CACTiM). All three tools were found to be reliable and valid and are now freely available. The tools were designed to facilitate feedback to students from a variety of sources and promote objective evaluation as assessed by (1) preceptor, (2) student self-assessment, and (3) assessment of students’ reflective writing on midwifery practice by faculty.

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.

Publications

Carter, A. G. Critical thinking (2020). In E. Jefford & J. Jomeen (Eds.), Empowering Decision-Making in Midwifery. London: Routledge https://doi.org/10.4324/9780429398179

Carter, A. G., Creedy, D.K. & Sidebotham, M. (2018). Measuring critical thinking in pre-registration midwifery students: A multi-method approach. Nurse Education Today, 61, 169-174.

Carter, A. G., Creedy, D. K., & Sidebotham, M. (2017). Critical thinking evaluation in reflective writing: Development and testing of Carter Assessment of Critical Thinking in Midwifery (Reflection). Midwifery, 54, 73-80.

Carter, A. G., Creedy, D. K., & Sidebotham, M. (2017). Critical thinking skills in midwifery practice: Development of a self-assessment tool for students. Midwifery, 50, 184-192.

Carter, A. G., Creedy, D.K., & Sidebotham, M. (2016). Efficacy of teaching methods used to develop critical thinking in nursing and midwifery undergraduate students: A systematic review of the literature. Nurse Education Today, 40, 209-218

Carter, A.G., Creedy, D.K. & Sidebotham, M. (2016). Development and psychometric testing of the Carter Assessment of Critical Thinking in Midwifery (Preceptor/Mentor version). Midwifery, 34, 141-9.

Carter, A.G., Creedy, D.K. & Sidebotham, M. (2015). Evaluation of tools used to measure critical thinking development in nursing and midwifery undergraduate students: A systematic review. Nurse Education Today, 35(7), 864-874.

Carter, A.G., Sidebotham, M., Creedy, D.K, Fenwick, J. & Gamble, J. (2015). Strengthening partnerships: The involvement of health care providers in the evaluation of authentic assessment within midwifery undergraduate education. Nurse Education in Practice, 15(4), 327-332.

Carter, A. G., Sidebotham, M., Creedy, D. K., Fenwick, J., & Gamble, J. (2014). Using root cause analysis to promote critical thinking in final year Bachelor of Midwifery students. Nurse Education Today, 34(6), 1018-1023.

Lead: Dr Amanda Carter

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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.

Publications

Carter, A. G., Creedy, D. K., & Sidebotham, M. (2018). Critical thinking in midwifery practice: A conceptual model. Nurse Education in Practice, 33, 114-120.

Lead: Dr Amanda Carter

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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.

Lead: Dr Amanda Carter

Dr Amanda Carter’s thesis >
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