护理实践与研究
護理實踐與研究
호리실천여연구
ATTEND TO PRACTICE AND RESEARCH
2014年
9期
113-114,115
,共3页
反思日记法%本科护生%评判性思维%临床实践
反思日記法%本科護生%評判性思維%臨床實踐
반사일기법%본과호생%평판성사유%림상실천
Reflective diary writing method%Undergraduate nursing students%Critical thinking%Clinical practice
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(P<0.05)，两组护生实习前后比较存在统计学差异(P<0.05)。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。
目的：探討反思日記法在臨床教學實踐中提高本科護生評判性思維能力的作用。方法：將83名全日製本科實習護生按時間先後分為試驗組和對照組，試驗組護生進行反思日記法培訓併要求在為期5週的實習過程中完成10~15篇反思日記；對照組不要求寫反思日記，其餘任務和要求相同。實習前後採用“評判性思維能力測量錶”( CTDI-CV)測評，併對兩組護生數據進行對比分析。結果：實習前兩組護生的評判性思維能力得分無統計學差異，實習後試驗組得分高于對照組(P<0.05)，兩組護生實習前後比較存在統計學差異(P<0.05)。結論：在臨床教學中應用反思日記法能有效提高護生的評判性思維能力，實施中應加彊護生開放思維能力的培養，註重提高繫統化能力和自信心。結閤臨床一線實際工作環境，規避可能影響教學效果的因素。
목적：탐토반사일기법재림상교학실천중제고본과호생평판성사유능력적작용。방법：장83명전일제본과실습호생안시간선후분위시험조화대조조，시험조호생진행반사일기법배훈병요구재위기5주적실습과정중완성10~15편반사일기；대조조불요구사반사일기，기여임무화요구상동。실습전후채용“평판성사유능력측량표”( CTDI-CV)측평，병대량조호생수거진행대비분석。결과：실습전량조호생적평판성사유능력득분무통계학차이，실습후시험조득분고우대조조(P<0.05)，량조호생실습전후비교존재통계학차이(P<0.05)。결론：재림상교학중응용반사일기법능유효제고호생적평판성사유능력，실시중응가강호생개방사유능력적배양，주중제고계통화능력화자신심。결합림상일선실제공작배경，규피가능영향교학효과적인소。
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 require-ments for them were the same as the former group. Critical Thinking Disposition Inventory-Critical Version ( CTDI-CV) was adopted to measure their crit-ical thinking abilities. Statistical analyses were carried out by SPSS (Statistical Package for the Social Science) version 17. 0. Results:There was no signifi-cant 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 experi-mental 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.
