中国与日本护理本科生评判性思维能力的比较

目的对中国与日本护理本科生的评判性思维能力进行比较性研究.方法采用加利佛尼亚评判性思维倾向量表为研究工具.应用方便抽样法共抽取465名护理本科生为研究对象.结果中国及日本护理本科生的总得分平均为275.62 (s=22.70), 从总体上来说这两个国家护理本科生的评判性思维能力为中等水平,中国学生的评判性思维能力略高于日本学生,差异有统计学意义(P＜0.05 ).结论评判性思维能力与教育体制及文化背景有一定的关系.     

ROTC training teaches nursing students critical thinking skills

The rising cost of college has many students seeking financial assistance. One option for helping students pay for an education is the Army Reserve Officers' Training Corps (ROTC). Most educators are aware that ROTC students attend military classes and maintain physical fitness in addition to attending regular classes. However, nurse educators may not know that ROTC students receive intensive training in teamwork, leadership, and critical thinking, all extremely important skills required in professional nursing. The author describes the ROTC National Advanced Leadership Camp.     

护理本科生评判性思维能力特征及相关因素的分析

对护理专业一、二、三年级681名全日制护理本科学生运用评判性思维能力测量表(CTDI-CV)进行评判性思维能力的测评。结果显示,护理本科学生整体上具备较好的评判性思维能力;所有的学生均在寻找真相方面得分最低;学生的评判性思维能力因年级、文理科、高考成绩不同而存在差异;提示现时的教学在提高学生的评判性思维方面可能存在缺陷,现有的测评方法存在不足。     

Wanted: nurses with critical thinking skills

Knowing how to think, apply, analyze, synthesize, and evaluate are crucial skills for nursing professionals. Development of critical thinking skills requires educational involvement beyond the level of basic preparation. The diffusion of nursing knowledge afforded by continuing education in nursing makes it the perfect milieu for the enhancement and continuous development of critical thinking skills.     

Cardiopulmonary resuscitation skills in nurses and nursing students

The purpose of this study is to describe the basic cardiac life-support (BLS) skills of nurses and nursing students in southern Finland and Hungary, and to assess the influence of resuscitation teaching and other group characteristics on performance. The data for the study were collected in the spring and autumn of 1997. The study group consisted of 75 nurses from Helsinki University Central Hospital's medical outcome unit, 188 final term students in four nursing institutes in Uusimaa county and 35 final term students in a Hungarian institute of nursing. A total of 298 people (34 men and 264 women) participated in the study. Background information was collected using a structured questionnaire devised specifically for this study. Resuscitation skills were measured using the Skillmeter Anne manikin. The manikin was placed supine during the test. After completing the questionnaire, every participant attempted resuscitation on the manikin - which was supplied with a printer - for 4 min. The results were printed out and attached to the questionnaires. The data were analysed using two-way frequency tables and logistic regression. Statistical differences were calculated using the chi(2)-test. The results showed that 53% of the participants had studied resuscitation during the last 6 months, but 7% had never participated in resuscitation teaching. Before testing, 55% of the participants estimated that their resuscitation skills were good. The results showed that 36% first assessed the patient's response, 67% opened the airway but only 3% determined pulselessness before starting to resuscitate. Twenty-one percent of the participants compressed correctly for at least half of the test and 33% ventilated correctly at least half of the time. Logistic regression showed that the best predictors for good response assessment skills went to those who were nursing students who had studied resuscitation skills sometime during the previous 6 months. The best predictor of the skill to open the airway was a positive attitude towards personal cardiopulmonary resuscitation (CPR) skills, i.e. self-confidence. The predictor for adequate skills in artificial ventilation was that they belonged in the group of nursing students who had benefited from recent resuscitation training (<6 months). In conclusion, the skills of the participants of the study can not be considered adequate in terms of an adequate and prompt assessment of the need for resuscitation, and a 50% success rate in artificial ventilation and chest compression.     

Critical thinking skills of baccalaureate nursing students

The purpose of this study was to determine if a student will score higher on a critical thinking appraisal test on completion of a bachelor of science in nursing (BSN) program than on entry into the program. Students currently enrolled in a BSN program were given the Watson-Glaser Critical Thinking Appraisal Test in the first month of the program and repeated the test 1 month before graduation. BSN and BSN/registered nurse (RN) students were included in the study. Data analysis indicated there were no significant differences found in all of the classes of BSN/RN graduates and two of the classes of BSN graduates. There was a significant difference in the scores in one of the classes of BSN graduates. Implications for future research suggest additional comparative studies as well as using a different instrument along with expansion of the study to include master's students and nursing faculty.     

Implementation and evaluation of critical thinking strategies to enhance critical thinking skills in Middle Eastern nurses

The purpose of this study was to develop, implement and evaluate critical thinking strategies to enhance critical thinking skills in Middle Eastern nurses. Critical thinking strategies such as questioning, debate, role play and small group activity were developed and used in a professional development programme, which was trialled on a sample of Middle Eastern nurses (n = 20), to promote critical thinking skills, encourage problem solving, development of clinical judgment making and care prioritization in order to improve patient care and outcomes. Classroom learning was transformed from memorization to interaction and active participation. The intervention programme was successful in developing critical thinking skills in both the nurse educators and student nurses in this programme. This programme successfully integrated critical thinking strategies into a Middle Eastern nursing curriculum. Recommendations are as follows: (1) utilize evidence‐based practice and stem questions to encourage the formulation of critical thinking questions; (2) support the needs of nurse educators for them to effectively implement teaching strategies to foster critical thinking skills; and (3) adopt creative approaches to (i) transform students into interactive participants and (ii) open students' minds and stimulate higher‐level thinking and problem‐solving abilities.     

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.     

教学查房考评在培养护生评判性思维能力中的效果研究

目的:探讨教学查房考评在培养本科护生评判性思维能力方面的效果。方法:将48名本科实习护生随机分成实验组和对照组,两组护生均进行每月1次、持续6个月的教学查房,对实验组护生实施查房考评,对对照组护生未进行查房考评,并采用评判性思维能力测量表(CTDI-CV)对两组护生实验前、后的评判性思维能力进行测量。结果:除认知成熟度外,CTDI-CV的其他维度实验组护生得分均高于对照组护生,差异有统计学意义(P<0.001),且实验前、后实验组护生的评判性思维能力总分的提高幅度大于对照组护生,差异有统计学意义(P<0.001)。结论:对教学查房实施考评能有效促进护生评判性思维能力的提高。     

Measurement and comparison of nursing faculty members' critical thinking skills

Nursing faculty members strive to teach students to think critically. It has long been assumed that nursing faculty members are good at critical thinking because they are expected to teach these skills to students, but this assumption has not been well supported empirically. Faculty members question their ability to think critically and are unsure of their skills. The purpose of this study was to address this assumption by measuring nursing faculty members' critical thinking skills and compare the faculty mean score to that of a student norming group, and to the mean scores of other nursing faculty studies. Findings can be used to increase nursing faculty members' understanding of their critical thinking skills, prompt discussion about critical thinking skills, and to help faculty members address concerns and uncertainty about the concept of critical thinking. This study also helps establish an empirical basis for future research.     

护理实习生评判性思维技能评价指标体系构建的研究

目的建立一套较为科学、量化可比的护理实习生评判性思维技能评价指标体系。方法通过理论分析、文献回顾、小组讨论筛选出护理实习生评判性思维技能的各评价指标,在初步拟定指标体系的基础上,采用两轮Delphi法咨询确立各指标、内涵结构及权重。结果构建了包括7项一级指标、16项二级指标及28项二级指标内涵的护理实习生评判性思维技能评价指标体系。结论 2轮咨询结果可靠,权重赋值协调程度好,可信度高,可用于护理实习生评判性思维技能的评价。     

护理本科生评判性思维的调查研究

目的比较不同年级、不同时期护理本科生的评判性思维能力,为今后教学改革提供依据。方法使用中文版加利福尼亚评判性思维情感倾向问卷(CTDI-CV)对北京大学护理学院1～5年级全日制护理本科生进行问卷调查,并将结果与2007年北京大学护理学院1～5年级全日制护理本科生评判性思维调查结果进行纵向比较。结果护理本科生评判性思维倾向得分为287.4分,63.9%的学生具有正性评判性思维倾向;不同年级、不同时期学生在总分上比较,差异均无统计学意义;修双学位有助于促进学生评判性思维。结论应进一步加大教学改革力度,进行有针对性的课程设置,以促进学生评判性思维能力的培养。     

护理本科生批判性思维认知技能和态度倾向性的相关性调查

[目的]调查护理本科生批判性思维认知技能和批判性思维态度倾向性的相关性,为批判性思维教学和评价提供依据。[方法]对91名2004级护理本科生的《护理研究》和《护理心理学》两门课程进行实践评价,将成绩作为批判性思维认知技能得分;应用中文版批判性思维能力测量表对护生批判性思维态度倾向性进行调查,并对结果进行相关分析。[结果]护理本科生批判性思维态度倾向性总分与心理实践成绩呈负相关(r=-0.22,P<0.05),而与心理理论、科研实践和科研理论成绩无相关性;科研实践与心理实践成绩呈正相关(r=0.25,P<0.05)。[结论]批判性思维认知技能和批判性思维态度倾向性是独立的两个方面,在对批判性思维的课程设置、教学目标、教学方法和评价方法中都应清楚表明。