T
Thomas O. Maguire
Researcher at University of Alberta
Publications - 32
Citations - 1105
Thomas O. Maguire is an academic researcher from University of Alberta. The author has contributed to research in topics: Educational research & Semantic differential. The author has an hindex of 15, co-authored 32 publications receiving 1072 citations.
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Journal ArticleDOI
A comparison of patient and proxy symptom assessments in advanced cancer patients
Cheryl Nekolaichuk,Cheryl Nekolaichuk,Eduardo Bruera,Kathy Spachynski,Tara MacEachern,John Hanson,Thomas O. Maguire +6 more
TL;DR: Proxy assessments of symptom intensity, particularly by physicians, were significantly lower than patient assessments for three of the nine symptoms, and the accuracy of assessments amongst those rating the symptoms did not improve over time.
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Intra-individual stability of rate of gross motor development in full-term infants.
TL;DR: It is suggested that normally developing infants are not stable in the rate of emergence of gross motor skills, and this instability has implications for infant screening programs, and supports the premise of serial assessments to identify accurately those infants with a motor delay.
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Assessing the Reliability of Patient, Nurse, and Family Caregiver Symptom Ratings in Hospitalized Advanced Cancer Patients
TL;DR: The findings from this study reinforce the need for the development of an integrated symptom assessment approach that combines patient and proxy assessments and explores individual differences among raters.
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Structuring the meaning of hope in health and illness
TL;DR: A conceptual model for hope that captures the personal meaning of this construct within the context of health and illness is described, and its ability to capture the dynamic qualitative experience of hope within a holistic multidimensional quantitative framework is captured.
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Index of Science Reading Awareness: An Interactive-Constructive Model, Test Verification, and Grades 4-8 Results.
TL;DR: This paper developed and verified the Index of Science Reading Awareness (ISRA) based on a model of an efficient, successful interactive-constructive science reader and three independent metacognitive awareness domains.