Guidelines for Developing a Critical Thinking Assessment Tool for Respiratory Therapy Education

Abstract

Background:

Critical thinking is defined as the ability to apply higher cognitive skills based upon evidence-based practice. Critical thinking is a skill respiratory therapists (RT) utilize every day in their clinical practice. Due to the key role this plays in patient care, critical thinking development is a vital aspect of respiratory therapy education. However, as of now, there is no standardized tool for measuring respiratory therapy students’ critical thinking skills as they relate to the field of respiratory care. Purpose: Identify the guidelines for the development of a critical thinking assessment tool for use in respiratory therapy education programs using a non-experimental, descriptive research methodology.

Methods:

Participants in this study were program directors and directors of clinical education of entry-to-practice Bachelor’s degree respiratory therapy programs accredited by the Commission on Accreditation for Respiratory Care (CoARC). The research involved surveying a panel of experts, gathering their opinions on how to best assess critical thinking in RT competencies, and the best testing format to assess critical thinking. The responses from the survey can be used as the basis for developing a critical thinking assessment tool specific to respiratory therapy students.

Results:

Across all four critical thinking domains clinical simulation was the most frequently selected testing method. Across a variety of different competencies, application was the most selected critical thinking domain to be tested.

Conclusions:

Based on expert opinion, application would be the best domain utilized when assessing and measuring respiratory therapy students’ critical thinking skills. Due to the high selection of clinical simulation as the preferred testing method, experts believe this format would be best to assess students’ ability to apply the competencies of respiratory therapy.