两种不同培训模式对ICU低年资护士评判性思维的影响

目的:探讨两种不同培训模式对ICU低年资护士评判性思维的影响,为提高低年资护士评判性思维能力寻找培训策略。方法:将48名ICU低年资护士按学历分层后分两期进行培训,每期24名随机分为实验组和对照组各12名。实验组采用理论与实践交叉结合案例分析与反思记录的培训模式,对照组采用集中理论培训与实践的传统培训模式。在实验初期、末期均采用评判性思维能力测量表(CTDI-CV)进行测评。结果:实验组在培训初期与末期总分和七个维度评分比较差异有统计学意义(P<0.05,P<0.01);对照组初期与末期开放思想、求知欲及总分比较差异有统计学意义(P<0.05,P<0.01);而培训后实验组七个维度及总分与对照组比较差异有统计学意义(P<0.05,P<0.01)。结论:ICU两种不同培训模式对低年资护士评判性思维产生不同的影响,理论与实践交叉结合案例分析与反思记录的培训模式,有助于提高低年资护士的评判性思维能力,明显优于集中理论培训与实践的传统培训模式。

Impact of two different training modes on the critical thinking of ICU junior nurses

Objective:To explore the impact of two different training modes on the critical thinking of ICU junior nurses in order to find training strategies to improve the critical thinking ability of ICU junior nurses.Methods:48 ICU junior nurses were arranged to attend the training course in turn according to their educational background.24 junior nurses in each training course were randomly divided into an experimental group and a control group(12 nurses in each group).The training mode of alternating theory teaching and practice combined with case analysis and self-examination was adopted in the experimental group and the traditional training mode of teaching theory first and then doing practice was used in the control group.The critical thinking disposition inventory(CTDI-CV) was used to assess the nurses’ ability in the early period of training and at the end of training.Results:There were statistically significant differences in the comparison of the total scores and the scores of seven dimensions in the experimental group in the early period of training and at the end of training(P<0.05,P<0.01);the comparison of opening thinking,curiosity and the total scores was significant different in the control group in the early period of training and at the end of training(P<0.05,P<0.01);the differences in the comparison of the scores of seven dimensions and the total scores were statistically significant between the experimental and control groups after training(P<0.05,P<0.01).Conclusion:The two different training modes have different effects on the critical thinking of ICU junior nurses,and the training mode of alternating theory teaching and practice combined with case analysis and self-examination can effectively improve the ability of critical thinking of ICU junior nurses.