چکیده (انگلیسی):

Objective: develop andtestatooldesignedforusebypreceptors/mentorstoassessundergraduate
midwifery students'criticalthinkinginpractice.
Design: a descriptivecohortdesignwasused.
Setting: participants workedinarangeofmaternitysettingsinQueensland,Australia.
Participants: 106midwiferyclinicianswhohadactedintheroleofpreceptorforundergraduatemid-
wifery students.
Methods: this studyfollowedastagedmodelfortooldevelopmentrecommendedby DeVellis (2012).
This includedgenerationofitems,contentvaliditytestingthroughmappingofdraftitemstocritical
thinking conceptsandexpertreview,administrationofitemstoaconveniencesampleofpreceptors,and
psychometrictesting.A24itemtooltitledtheXXXXAssessmentofCriticalThinkinginMidwifery
(CACTiM)wascompletedbyregisteredmidwivesinrelationtostudentstheyhadrecentlypreceptoredin
the clinicalenvironment.
Findings: ratings byexpertsrevealedacontentvalidityindexscoreof0.97,representinggoodcontent
validity.Anevaluationofconstructvaliditythroughfactoranalysisgeneratedthreefactors: ‘partnership
in practice’, ‘reflection onpractice’ and ‘practice improvements’. Thescaledemonstratedgoodinternal
reliability withaCronbachalphacoefficient of0.97.ThemeantotalscorefortheCACTiMscalewas116.77
(SD¼16.68)witharangeof60–144.Totalandsubscalescorescorrelatedsignificantly.
Conclusion: the CACTiM(Preceptor/Mentorversion)wasfoundtobeavalidandreliabletoolforuseby
preceptorstoassesscriticalthinkinginundergraduatemidwiferystudents.
Implications forpractice: giventheimportanceofcriticalthinkingskillsformidwiferypractice,mapping
and assessingcriticalthinkingdevelopmentinstudents'practiceacrossanundergraduateprogrammeis
vital. TheCACTiM(Preceptor/Mentorversion)hasutilityforclinicaleducation,researchandpractice.The
tool caninformandguidepreceptors'assessmentofstudents'criticalthinkinginpractice.Theavailability
of areliableandvalidtoolcanbeusedtoresearchthedevelopmentofcriticalthinkinginpractice.