摘要
目的：评价护理技能教程对护理本科生批判性思维能力培养的有效性。方法：采用准实验方法，以五年制护理本科四年级学生为研究对象，设观察组（n=55，2009级）、对照组A（n=56，2009级）和对照组B（n=78，2008级）。观察组和对照组A在四年级第一学期增设以If缶床病例为教材的护理技能课程，研究历时3个月，计60学时；观察组实施以临床路径为主线、合作学习为主导，多种教学方法并存的教学模式；对照组A采用传统教学模式；对照组B未增设此课程。研究前后采用中文版批判性思维能力测量表分别对观察组、对照组进行问卷调查。结果：观察组后测批判性思维能力总分比前测显著提高（P〈0．01）；7个特质中寻找真理、批判思维自信心和求知欲3个特质得分与对照组A和B差异均无统计学意义；其他4个特质（开放思想、分析能力、系统化能力和认知成熟度）与对照组A或B差异均有统计学意义（P〈0．05-P〈0．01）。结论：增设护理技能课程，采取多种有效的教学方法，能有效提高护理本科生的批判性思维能力。
Objective：To evaluate the effect of nursing skills course on critical thinking of nursing undergraduates. Methods：Quasi experiment was used in the study. Nursing students were employed in the experiment and divided into experimental group（ n = 55,2009 seniors）, control A （n = 56,2009 seniors）, control B （n = 78,2008 junior）. Nursing skills course was used in the experimental group and the control A from September to November total 60 hours. Many kinds of teaching method based on clinical pathway and clinical cases were used in experimental group. Traditional teaching method was used in control A. All the students filled in Critical Thinking Disposition Inventory-Chinese Version before and after the experiment. Results：Compared with total scores of critical thinking before experiment,total scores of critical thinking after experiment showed significant increase （P 〈 0.01 ） in experimental group;compared with control groups A and B, experimental group Open-mindedness, Analyticity, Systematicity, Cognitive maturity showed significant increase in the scores （P 〈 0.05 to P 〈 0. O1 ）, whereas Truth-seeking, Self-confidence and Inqusitiveness did not. Conclusions：Nursing skills course based on many teaching methods can improve students＇ critical thinking ability.
出处
《蚌埠医学院学报》
CAS
2014年第3期367-371,共5页
Journal of Bengbu Medical College
基金
安徽省省级质量工程教学研究项目(2012jyxm303)
关键词
护理教育研究
批判性思维
护理技能教程
护理本科生
nursing education reach
critical thinking
nursing skills course
nursing students
