A conditional reasoning test for risk and incident propensity: Development and validation.

The present study outlines the development and initial validation of a conditional reasoning test for risk and incident propensity (CRT-RIP). Individuals carry with them a wide array of experiences, attitudes, and dispositions that may influence their proneness for risk-taking and incident involvement. Yet, measuring risk propensity has proven challenging due to the high levels of transparency found in the self-report measures that are presently available. We initially developed 28 conditional reasoning items to measure risk and incident propensity. With four developmental samples, we evaluated item characteristics. After applying item decision guidelines for conditional reasoning tests, we retained 14 items. Using three test samples and with the 14-item CRT-RIP, we assessed predictive and incremental validity over five-factor personality traits and an explicit, self-report measure of risk propensity. With one final sample, we provided further validation of the 14-item CRT-RIP. Findings demonstrate initial success in predicting various safety behaviors and outcomes. Ability to measure risk propensity and to predict safety behaviors is valuable because of the profound consequences that may proceed failure to enact safety behaviors including property damage, injury, illness, or even death. We discuss potential applications and suggest directions for future research. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Mapping Critical Thinking, Clinical Reasoning, and Clinical Judgment Across the Curriculum.

BACKGROUND: Critical thinking, clinical reasoning, and clinical judgment are skills nurses use when caring for clients. However, teaching and evaluation of clinical judgment are challenging for faculty. PROBLEM: Before revising a curriculum, it is necessary to map current practices and determine a framework for revisions. APPROACH: Faculty mapped critical thinking, clinical reasoning, and clinical judgment activities across the 5-semester traditional baccalaureate program. Use of an external consultant helped faculty to determine additional activities that could be used to assess clinical judgment in classroom and clinical settings. Faculty worked together to develop teaching strategies and Next Generation National Council Licensure Examination (NCLEX) item types for assessing clinical judgment. CONCLUSION: Using the National Council of State Boards of Nursing Clinical Judgment Model as an educational framework can guide faculty in curriculum mapping, revisions, and development of clinical judgment activities and assessment.

Effective Teaching Qualities as Identified by Nursing Faculty.

ABSTRACT: Effective educators possess strong behaviors that allow them to adapt their classrooms and develop respectful relationships with students. However, despite their advanced degrees, advanced degree nursing students are not taught effective teaching skills prior to employment, and research on teaching effectiveness is limited. This study explores behaviors perceived as effective by nursing faculty at a public university. It is the first to use the Teacher Behavior Checklist in nursing education. Providing advanced degree nursing students with opportunities to understand and adopt effective, evidence-based teaching behaviors prior to starting their faculty careers would benefit students and learning institutions worldwide.