不同年级在校学习本科护生评判性思维倾向的比较

目的比较不同年级在校学习本科护生的评判性思维倾向。方法采用加利福尼亚评判性思维倾向问卷（CCTDI），对我院五年制本科1-4年级在校学习的151名护生进行问卷调查。结果总体上，本科护生评判性思维倾向得分为289．5分，62．3％的护生具有正性评判性思维倾向；不同年级护生在总分及求知欲、分析能力、评判性思维自信心及系统能力4个维度上比较均具有统计学意义，主要表现为三年级有所下降，四年级回升。结论应重视护生在专业课学习期间评判性思维倾向的变化，加大教学方法改革的力度，以促进护生评判性思维能力的培养。     

广州市赴港培训专科护士批判性思维特质现状及其影响因素

目的对广州市赴港培训专科护士批判性思维特质进行调查,同时找出专科护士批判性思维特质中的短板,为专科护士的在职教育提供参考。方法 2011年3-7月,采用便利抽样法对广州市赴港接受过10个月系统培训的专科护士及广州市一般在职护士进行问卷调查,调查内容包括一般资料及批判性思维特质。结果专科护士的批判性思维特质量表总平均分为(314.05±31.74)分,7个维度得分从高到低依次为求知欲、分析能力、批判性思维自信心、开放思想、认知成熟度、系统化能力与寻找真相,且均高于一般护士(均P<0.01);专科护士批判性思维特质与其职务、平时临床工作中是否进行独立思考以及是否经常涉猎相关专业知识等有关。结论专科护士具备正向批判性思维特质,求知欲和分析能力得分最高,但寻找真相维度较差;护理在职继续教育机构应改变教育方式,重点培养专科护士查找有价值信息的自主性。     

Evaluation of critical thinking in a baccalaureate nursing program

The assessment of critical thinking traditionally has been accomplished through observation of students by faculty in clinical settings and evaluation of written patient assessments and care plans. Quantitative measurement has become a current focus of nurse educators. The purpose of this cross-sectional study was to compare and contrast critical thinking abilities in beginning and graduating nursing students using the California Critical Thinking Skills Test (CCTST) and the California Critical Thinking Disposition Inventory (CCTDI). The CCTST revealed a significant difference in critical thinking from the sophomore year to the senior year. There also were significant differences between sophomores and seniors on the overall score for the CCTDI, with subtest differences in truth-seeking, analyticity, self-confidence, and inquisitiveness.     

Comparison affective dispositions toward critical thinking across Chinese and American baccalaureate nursing students

The purpose of this cross-cultural study is to understand and compare affective dispositions toward critical thinking across Chinese and American cultures. Two convenience samples of 214 and 196 undergraduate nursing students were obtained in Taiwan and the USA, respectively. The California Critical Thinking Dispositions Inventory (CCTDI) was used to measure critical thinking dispositions. The ages of the students in these samples ranged from 19 to 28 ( M = 22, SD = 1.87) for the Chinese sample, and from 20 to 51 (M = 28, SD = 6.08) for the American. For the Chinese sample, all means of the seven subscale scores were above 40, except for truth seeking, systematicity and maturity. For the American sample, all means of the seven subscale scores were above 40, except for truth seeking. The mean item responses for each subscale were significantly different between the two samples [F (1, 408) = 54.11, p <.01] and across the subscales [F (6, 2448) = 905, p <.01]. Significant differences between the two samples were also found in truth-seeking, t(408) = 14.70 (p <.001), open- mindedness, t(408) = 6.17 (p <.001), systematicity, t(408) = 4.73 (p <.001) and maturity, t(408) = 10.46 (p <.001). The findings provide information to understand affective dispositions toward critical thinking in either Chinese or American students. The differences may contribute to the cultural differences shown in their dispositions.     

不同年级护生与临床护士评判性思维能力的比较研究

目的 比较分析不同年级护生与临床护士的评判性思维能力,为护理教育、护理实践的改革提供科学的依据.方法 采用评判性思维倾向测量表中文版(CTDI-CV)对本科一、三年级护生共656名和护士287名进行调查.结果 一年级护生的CTDI-CV总均分为(292.82±26.41)分,护士组(290.58±24.87)分,三年级护生组(284.71±26.20)分,组间比较差异有统计学意义.一、三年级护生的开放思想、求知欲、认知成熟度三特质得分均高于护士,而系统化能力、评判性思维自信心比护士弱.结论 现有的护理教育体制需要优化改革,同时还需促进现代临床护理模式的转变.     

护理专业教师评判性思维能力特征及相关因素的分析

目的了解护理专业教师评判性思维能力的特征。方法应用评判性思维能力测量表对浙江中医药大学护理学院专职教师及附属教学医院带教老师进行测评。结果护理专业教师评判性思维能力总分是302.28,整体上表现出较好的评判性思维能力;在开放思想、分析能力、系统化能力、评判思维的自信心、求知欲和认知成熟度方面得分均高于40分,当中以求知欲的得分最高,但在寻找真相方面稍低;学历层次较高的教师具有较高的评判性思维能力得分。结论护理专业教师总体上具备较好的评判性思维能力,他们具有较强的求知欲望,热衷于专业知识的学习,在专业探索方面表现出较强的好奇心;但是学习知识时应具备的真诚和客观的态度稍显缺乏。     

护理专业本科生科研能力与评判性思维的相关性研究

目的 调查护理专业本科生科研能力与评判性思维的现状,并分析两者的相关性.方法 采用科研能力自评量表和评判性思维倾向量表,对260名护理本科生进行横断面调查.结果 护理本科生科研能力总分为（31.56±23.03）分,评判性思维总分为（219.77±27.87）分.科研能力与评判性思维总分（r=0.23）及寻找真相（r=0.36）、认知成熟度（r=0.34）、评判性思维自信心（r=0.29）、开放思想（r=0.25）、系统化能力（r=0.13）呈正相关.结论 护理本科生科研能力和评判性思维密切相关,应加强对二者的培养,促进两种能力的良性循环.