Critical thinking ability of 3rd year radiography students

Background: Developing the critical thinking skills of student radiographers is imperative in an era of rapidly advancing technology. The status of the students' ability to demonstrate critical thinking skills needed to be explored for the Department of Radiography at a comprehensive university...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Tracey Pieterse [verfasserIn] Heather Lawrence [verfasserIn] Hesta Friedrich-Nel [verfasserIn]

Format:	E-Artikel
Sprache:	Afrikaans ; Englisch

Erschienen:	2016

Schlagwörter:	Critical thinking Radiography

Übergeordnetes Werk:	In: Health SA Gesondheid: Journal of Interdisciplinary Health Sciences - AOSIS, 2010, 21(2016), C, Seite 381-390
Übergeordnetes Werk:	volume:21 ; year:2016 ; number:C ; pages:381-390

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.1016/j.hsag.2016.07.002

Katalog-ID:	DOAJ017045037

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allfieldsGer	10.1016/j.hsag.2016.07.002 doi (DE-627)DOAJ017045037 (DE-599)DOAJb2dffcb82aad472fac60b32ee6e54e0b DE-627 ger DE-627 rakwb afr eng RA1-1270 Tracey Pieterse verfasserin aut Critical thinking ability of 3rd year radiography students 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Background: Developing the critical thinking skills of student radiographers is imperative in an era of rapidly advancing technology. The status of the students' ability to demonstrate critical thinking skills needed to be explored for the Department of Radiography at a comprehensive university to determine if a more explicit curriculum was needed to facilitate these skills. Aim: The aim of this article is to present results of a study conducted to determine the critical thinking ability of 3rd year radiography students at a Comprehensive University in South Africa. Method: The research study used a descriptive exploratory design to collect both quantitative and qualitative data. Quantitative data was collected by scoring the participants ability to think critically when answering clinical scenarios posed in the form of vignettes given to the students under assessment conditions. The qualitative data was generated by in-depth field notes made inductively by the researcher. Results: The findings of this study indicated that the majority of participants demonstrated a minimal ability to think critically. Conclusion: The study results imply that in order to improve critical thinking skills of student radiographers, there is a need for curriculum adjustment, to nurture and encourage these skills. It is recommended that facilitators adopt methods to integrate these skills in the curriculum. Critical thinking Radiography Public aspects of medicine Heather Lawrence verfasserin aut Hesta Friedrich-Nel verfasserin aut In Health SA Gesondheid: Journal of Interdisciplinary Health Sciences AOSIS, 2010 21(2016), C, Seite 381-390 (DE-627)366929062 (DE-600)2114588-X 20719736 nnns volume:21 year:2016 number:C pages:381-390 https://doi.org/10.1016/j.hsag.2016.07.002 kostenfrei https://doaj.org/article/b2dffcb82aad472fac60b32ee6e54e0b kostenfrei http://www.sciencedirect.com/science/article/pii/S1025984816300229 kostenfrei https://doaj.org/toc/1025-9848 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 21 2016 C 381-390
allfieldsSound	10.1016/j.hsag.2016.07.002 doi (DE-627)DOAJ017045037 (DE-599)DOAJb2dffcb82aad472fac60b32ee6e54e0b DE-627 ger DE-627 rakwb afr eng RA1-1270 Tracey Pieterse verfasserin aut Critical thinking ability of 3rd year radiography students 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Background: Developing the critical thinking skills of student radiographers is imperative in an era of rapidly advancing technology. The status of the students' ability to demonstrate critical thinking skills needed to be explored for the Department of Radiography at a comprehensive university to determine if a more explicit curriculum was needed to facilitate these skills. Aim: The aim of this article is to present results of a study conducted to determine the critical thinking ability of 3rd year radiography students at a Comprehensive University in South Africa. Method: The research study used a descriptive exploratory design to collect both quantitative and qualitative data. Quantitative data was collected by scoring the participants ability to think critically when answering clinical scenarios posed in the form of vignettes given to the students under assessment conditions. The qualitative data was generated by in-depth field notes made inductively by the researcher. Results: The findings of this study indicated that the majority of participants demonstrated a minimal ability to think critically. Conclusion: The study results imply that in order to improve critical thinking skills of student radiographers, there is a need for curriculum adjustment, to nurture and encourage these skills. It is recommended that facilitators adopt methods to integrate these skills in the curriculum. Critical thinking Radiography Public aspects of medicine Heather Lawrence verfasserin aut Hesta Friedrich-Nel verfasserin aut In Health SA Gesondheid: Journal of Interdisciplinary Health Sciences AOSIS, 2010 21(2016), C, Seite 381-390 (DE-627)366929062 (DE-600)2114588-X 20719736 nnns volume:21 year:2016 number:C pages:381-390 https://doi.org/10.1016/j.hsag.2016.07.002 kostenfrei https://doaj.org/article/b2dffcb82aad472fac60b32ee6e54e0b kostenfrei http://www.sciencedirect.com/science/article/pii/S1025984816300229 kostenfrei https://doaj.org/toc/1025-9848 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 21 2016 C 381-390
language	Afrikaans English
source	In Health SA Gesondheid: Journal of Interdisciplinary Health Sciences 21(2016), C, Seite 381-390 volume:21 year:2016 number:C pages:381-390
sourceStr	In Health SA Gesondheid: Journal of Interdisciplinary Health Sciences 21(2016), C, Seite 381-390 volume:21 year:2016 number:C pages:381-390
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topic_facet	Critical thinking Radiography Public aspects of medicine
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authorswithroles_txt_mv	Tracey Pieterse @@aut@@ Heather Lawrence @@aut@@ Hesta Friedrich-Nel @@aut@@
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topic_title	RA1-1270 Critical thinking ability of 3rd year radiography students Critical thinking Radiography
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title	Critical thinking ability of 3rd year radiography students
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title_full	Critical thinking ability of 3rd year radiography students
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title_sort	critical thinking ability of 3rd year radiography students
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title_auth	Critical thinking ability of 3rd year radiography students
abstract	Background: Developing the critical thinking skills of student radiographers is imperative in an era of rapidly advancing technology. The status of the students' ability to demonstrate critical thinking skills needed to be explored for the Department of Radiography at a comprehensive university to determine if a more explicit curriculum was needed to facilitate these skills. Aim: The aim of this article is to present results of a study conducted to determine the critical thinking ability of 3rd year radiography students at a Comprehensive University in South Africa. Method: The research study used a descriptive exploratory design to collect both quantitative and qualitative data. Quantitative data was collected by scoring the participants ability to think critically when answering clinical scenarios posed in the form of vignettes given to the students under assessment conditions. The qualitative data was generated by in-depth field notes made inductively by the researcher. Results: The findings of this study indicated that the majority of participants demonstrated a minimal ability to think critically. Conclusion: The study results imply that in order to improve critical thinking skills of student radiographers, there is a need for curriculum adjustment, to nurture and encourage these skills. It is recommended that facilitators adopt methods to integrate these skills in the curriculum.
abstractGer	Background: Developing the critical thinking skills of student radiographers is imperative in an era of rapidly advancing technology. The status of the students' ability to demonstrate critical thinking skills needed to be explored for the Department of Radiography at a comprehensive university to determine if a more explicit curriculum was needed to facilitate these skills. Aim: The aim of this article is to present results of a study conducted to determine the critical thinking ability of 3rd year radiography students at a Comprehensive University in South Africa. Method: The research study used a descriptive exploratory design to collect both quantitative and qualitative data. Quantitative data was collected by scoring the participants ability to think critically when answering clinical scenarios posed in the form of vignettes given to the students under assessment conditions. The qualitative data was generated by in-depth field notes made inductively by the researcher. Results: The findings of this study indicated that the majority of participants demonstrated a minimal ability to think critically. Conclusion: The study results imply that in order to improve critical thinking skills of student radiographers, there is a need for curriculum adjustment, to nurture and encourage these skills. It is recommended that facilitators adopt methods to integrate these skills in the curriculum.
abstract_unstemmed	Background: Developing the critical thinking skills of student radiographers is imperative in an era of rapidly advancing technology. The status of the students' ability to demonstrate critical thinking skills needed to be explored for the Department of Radiography at a comprehensive university to determine if a more explicit curriculum was needed to facilitate these skills. Aim: The aim of this article is to present results of a study conducted to determine the critical thinking ability of 3rd year radiography students at a Comprehensive University in South Africa. Method: The research study used a descriptive exploratory design to collect both quantitative and qualitative data. Quantitative data was collected by scoring the participants ability to think critically when answering clinical scenarios posed in the form of vignettes given to the students under assessment conditions. The qualitative data was generated by in-depth field notes made inductively by the researcher. Results: The findings of this study indicated that the majority of participants demonstrated a minimal ability to think critically. Conclusion: The study results imply that in order to improve critical thinking skills of student radiographers, there is a need for curriculum adjustment, to nurture and encourage these skills. It is recommended that facilitators adopt methods to integrate these skills in the curriculum.
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score	7.4003716

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Critical thinking ability of 3rd year radiography students

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Zugang & Verfügbarkeit

Vorhandene Bände

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