反思日记法在临床实践中培养本科护生评判性思维能力的作用

目的:探讨反思日记法在临床教学实践中提高本科护生评判性思维能力的作用。方法:将83名全日制本科实习护生按时间先后分为试验组和对照组,试验组护生进行反思日记法培训并要求在为期5周的实习过程中完成10~15篇反思日记;对照组不要求写反思日记,其余任务和要求相同。实习前后采用"评判性思维能力测量表"(CTDI-CV)测评,并对两组护生数据进行对比分析。结果:实习前两组护生的评判性思维能力得分无统计学差异,实习后试验组得分高于对照组(P0.05),两组护生实习前后比较存在统计学差异(P0.05)。结论:在临床教学中应用反思日记法能有效提高护生的评判性思维能力,实施中应加强护生开放思维能力的培养,注重提高系统化能力和自信心。结合临床一线实际工作环境,规避可能影响教学效果的因素。

Study on the cultivation of undergraduate nursing students＇ critical thinking abilities by applying the method of reflective diary writing

Objective：To explore the roles that reflective diary writing plays in cultivating undergraduate nursing students＇ critical thinking abilities during the clinical teaching practice. Methods ：83 full -time undergraduate nursing students were divided into two groups （the experimental group and the control group） accorded to their different clinical practice time. The training of reflective diary writing was given to the experimental group who were required to write 10 to 15 reflective diaries during the five - weeks clinical practice. The control group didn＇t take part in this training but the other tasks and requirements for them were the same as the former group. Critical Thinking Disposition Inventory - Critical Version （ CTDI - CV） was adopted to measure their critical thinking abilities. Statistical analyses were carried out by SPSS （Statistical Package for the Social Science） version 17.0. Results：T hero was no significant difference in the critical thinking abilities between the two groups before their clinical practice. But after the practice, the mean scores of the critical thinking abilities in the experimental group was higher than that of the control group （ P 〈 0.05 ） and there also existed an obvious difference in the experimental group before and after the clinical practice （ P 〈 0.05 ）. Conclusion ： The application of reflective diary writing in the clinical teaching can improve nursing students＇ critical thinking abilities. During the teaching process, students＇ abilities of open - mindedness, systematization and self - confidence should be especially strengthen by combining the practical clinical environment and minimizing the negative factors for the teaching effects.