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Related Concept Videos

Critical Thinking II01:25

Critical Thinking II

Critical thinking is a cognitive process with several attributes. The attributes of critical thinking include the following:
Patient-centered Care01:13

Patient-centered Care

Patient-centered care involves delivering care beyond inpatient hospitalization. Reflective practice can enhance a patient-centered approach. Reflective practice is a process of reasoning that considers all aspects of the present situation, including practicalities, learning from personal practice, and consideration of patient needs. Patients appreciate care decisions made while considering their input. Involving the patient in their care provides the patient with a sense of contribution rather...
Critical Thinking I01:24

Critical Thinking I

Critical thinking helps decision-making and allows nurses to recognize barriers to success and find solutions to possible issues. It helps to brainstorm and implement ideas to achieve goals. Critical thinking helps acknowledge and state workflow inefficiencies while improving management techniques. Nurses understand the value of critical thinking and look for fellow nurses with critical thinking skills to upgrade their professional standards. Critical thinking can advance a nurse's career with...
Critical Thinking01:19

Critical Thinking

Critical thinking involves reflective and productive thinking and the evaluation of evidence. Critical thinkers seek to understand the deeper meaning of ideas, question assumptions, and make independent decisions about what to believe or do. Scientists, for instance, are often critical thinkers. Critical thinking also requires humility about what we know and don't know and the motivation to look beyond the obvious. It is essential for effective problem-solving.
Colleges and universities are...
Cognitive Learning01:21

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
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Related Experiment Videos

Critical thinking in occupational therapy education: A mixed-methods study.

Laura Irvine-Brown1, Ana Malfitano2, Shawna Mastro Campbell3,4

  • 1School of Health Sciences and Social Work, Griffith University, Gold Coast, Queensland, Australia.

Australian Occupational Therapy Journal
|July 8, 2026
PubMed
Summary
This summary is machine-generated.

Occupational therapy educators worldwide conceptualize critical thinking differently, impacting how it

Keywords:
educatorsepistemologyhigher educationoccupational therapists

Related Experiment Videos

Area of Science:

  • Occupational Therapy Education
  • Higher Education Pedagogy
  • Critical Thinking Studies

Background:

  • Critical thinking is vital for occupational therapy (OT) education and practice.
  • International conceptualization, teaching, and assessment of critical thinking in OT are inconsistent.
  • Lack of clarity exists regarding effective pedagogical approaches and educators' understanding of critical thinking in OT curricula.

Purpose of the Study:

  • To examine how occupational therapy educators across different countries conceptualize critical thinking.
  • To investigate how critical thinking is integrated into occupational therapy programs globally.

Main Methods:

  • Convergent mixed-methods design utilizing online surveys.
  • Surveys included 28 quantitative items and 6 open-ended questions, available in English, Spanish, and Portuguese.
  • Quantitative data analyzed with descriptive statistics and inferential tests (Kruskal-Wallis, Dunn); qualitative data underwent inductive content analysis and collaborative synthesis.

Main Results:

  • A spectrum of critical thinking conceptualizations was observed, from clinical reasoning to transformative perspectives.
  • English responses emphasized clinical reasoning and evidence use; Portuguese/Spanish responses highlighted reflection on sociopolitical structures and action.
  • Critical thinking instruction varied, often integrated into clinical reasoning or foundational OT subjects, with less focus on broader sociocultural dimensions.

Conclusions:

  • Significant epistemological variations influence the conceptualization and enactment of critical thinking in OT education.
  • Acknowledging diverse epistemological foundations is more beneficial than pursuing a universal definition.
  • This understanding can foster more intentional, inclusive, and socially responsive OT curriculum design.