中华现代护理杂志
中華現代護理雜誌
중화현대호리잡지
CHINESE JOURNAL OF MODERN NURSING
2011年
11期
1241-1244
,共4页
评判性思维%护士%相关因素
評判性思維%護士%相關因素
평판성사유%호사%상관인소
Critical thinking%Nurse%Related factors
目的 调查并分析护士评判性思维能力及其相关因素,为护士评判性思维培养提供依据.方法 采用评判性思维调查表(CTDI-CV)及艾森克人格问卷(EPQ量表)对南通市某三甲医院护士进行问卷调查.结果 护士CTDI-CV总分为(276.41±26.107)分;单因素分析结果显示不同第一学历护士评判性思维结果的比较差异有统计学意义(中专、大专、本科分别为266.5±22.200,277.03±25.750,292.92±24.841;F=19.168,P＜0.01)、最高学历护士评判性思维结果的比较差异有统计学意义(中专、大专、本科分别为267.00±26.102,272.38±23.083,281.90±27.932;F=4.497,P＜0.05);不同职称、工龄、科室的护士评判性思维总分差异有统计学意义(P＜0.01或P＜0.05);护士评判性思维总分与护士工龄、E维度得分呈正相关(r=0.292,0.221,P＜0.01),与P、N维度得分呈负相关(r=-0.142,-0.196,P＜0.05或P＜0.01);多因素分析结果显示护士评判性思维总分与护士的第一学历、工龄、科室类别和E维度得分相关(P＜0.01或P＜0.05).结论 护理管理者应加强护士评判性思维能力的培养,根据护士的具体情况因材施教,提高培养效果.
目的 調查併分析護士評判性思維能力及其相關因素,為護士評判性思維培養提供依據.方法 採用評判性思維調查錶(CTDI-CV)及艾森剋人格問捲(EPQ量錶)對南通市某三甲醫院護士進行問捲調查.結果 護士CTDI-CV總分為(276.41±26.107)分;單因素分析結果顯示不同第一學歷護士評判性思維結果的比較差異有統計學意義(中專、大專、本科分彆為266.5±22.200,277.03±25.750,292.92±24.841;F=19.168,P＜0.01)、最高學歷護士評判性思維結果的比較差異有統計學意義(中專、大專、本科分彆為267.00±26.102,272.38±23.083,281.90±27.932;F=4.497,P＜0.05);不同職稱、工齡、科室的護士評判性思維總分差異有統計學意義(P＜0.01或P＜0.05);護士評判性思維總分與護士工齡、E維度得分呈正相關(r=0.292,0.221,P＜0.01),與P、N維度得分呈負相關(r=-0.142,-0.196,P＜0.05或P＜0.01);多因素分析結果顯示護士評判性思維總分與護士的第一學歷、工齡、科室類彆和E維度得分相關(P＜0.01或P＜0.05).結論 護理管理者應加彊護士評判性思維能力的培養,根據護士的具體情況因材施教,提高培養效果.
목적 조사병분석호사평판성사유능력급기상관인소,위호사평판성사유배양제공의거.방법 채용평판성사유조사표(CTDI-CV)급애삼극인격문권(EPQ량표)대남통시모삼갑의원호사진행문권조사.결과 호사CTDI-CV총분위(276.41±26.107)분;단인소분석결과현시불동제일학력호사평판성사유결과적비교차이유통계학의의(중전、대전、본과분별위266.5±22.200,277.03±25.750,292.92±24.841;F=19.168,P＜0.01)、최고학력호사평판성사유결과적비교차이유통계학의의(중전、대전、본과분별위267.00±26.102,272.38±23.083,281.90±27.932;F=4.497,P＜0.05);불동직칭、공령、과실적호사평판성사유총분차이유통계학의의(P＜0.01혹P＜0.05);호사평판성사유총분여호사공령、E유도득분정정상관(r=0.292,0.221,P＜0.01),여P、N유도득분정부상관(r=-0.142,-0.196,P＜0.05혹P＜0.01);다인소분석결과현시호사평판성사유총분여호사적제일학력、공령、과실유별화E유도득분상관(P＜0.01혹P＜0.05).결론 호리관리자응가강호사평판성사유능력적배양,근거호사적구체정황인재시교,제고배양효과.
Objective To investigate and analyze the nurses' critical thinking abilities and its related factors, and provide basic data for developing nurses' critical thinking. Methods 210 nurses accepted CTDICV and EPQ questionnaire investigation in a top hospital in Nantong. Results The total score of nurses' critical thinking was (276.41 ± 26. 107); Single factor analysis results revealed that the critical thinking scores of nurses were significant in different education background(266.5 ± 22.200,277.03 ± 25. 750,292.92 ± 24.841;F = 19. 168, P ＜ 0. 01 ), professional title, length of nursing working and different departments; The length of nursing service and the E scores were positively correlated with the scores of critical thinking; The P, N scores ( r =0. 292,0. 221 ,P ＜0. 01 ) were negatively correlated with the score of critical thinking( r = -. 0142, -0. 196,P ＜0. 05 or P ＜0. 01 ); Multivariate analysis showed that nurses' critical thinking abilities were correlated with the nurse education background, length of service, different departments and the E scores ( P ＜ 0. 01 or P ＜0. 05 ). Conclusions Nursing managers should pay attention on improvement nurses' critical thinking abilities.Nurses critical thinking abilities may be developed by individualized training according to their specific circumstances.
