《护理研究》课程互动式教学对护生科研能力及批判性思维能力的影响

目的：探讨《护理研究》课程互动式教学对护生科研能力及批判性思维能力的影响。方法选择68例专升本护生作为研究对象，实施《护理研究》课程互动式教学，在干预前后分别采用科研能力自评量表和批判性思维能力量表进行评价。结果开展互动式教学课程后，护生软件操作、论文写作、基础知识及统计学知识等科研能力得分分别为（14．35±5．85），（8．22±5．00），（13．89±7．37），（9．42±4．32），（45．87±19．79）分，明显高于开展前（9．32±5．46），（3．62±3．79），（9．25±6．14），（4．12±4．74），（26．31±17．43）分，开展前后比较，差异有统计学意义（ t值分别为5．06，5．95，3．91，6．64，5．99；P≤0．01）。开展互动式教学课程前后，护生批判性思维能力包括寻找真相、开放思想、分析能力、系统化能力、批判思维的自信心、求知欲、认知成熟度及批判性思维能力总得分比较差异无统计学意义（P＞0．05）。结论《护理研究》课程互动式教学有利于提高护理本科生的科研能力。

Effect of interactive teaching in the course of Nursing Research on research ability and critical thinking ability in nursing students

Objective To explore the effect of interactive teaching in the course of Nursing Research on research ability and critical thinking ability in nursing students .Methods Sixty-eight nursing undergraduates received the interactive teaching in the course of Nursing Research , and the self-report scale of research ability and the critical thinking disposition inventory Chinese version were used for evaluation before and after the intervention .Results The scores of running software , writing papers , basic knowledge and statistics knowledge were respectively （14.35 ±5.85）, （8.22 ±5.00）, （13.89 ±7.37）, （9.42 ±4.32）, （45.87 ±19.79） after the intervention, and were significantly higher than （9.32 ±5.46）, （3.62 ±3.79）, （9.25 ±6.14）, （4.12 ± 4.74）, （26.31 ±17.43） before the intervention, and the differences were statistically significant （t=5.06, 5.95, 3.91, 6.64, 5.99, respectively;P〈0.01）.No difference were found in the scores of seeking the truth , open mind, analysis ability, systematic ability, self-confidence of critical thinking ability, curiosity, cognitive maturity and the total score of critical thinking ability before and after the intervention .Conclusions The interactive teaching in the course of Nursing Research is helpful in improving the research ability in nursing undergraduates .