中华现代护理杂志
中華現代護理雜誌
중화현대호리잡지
CHINESE JOURNAL OF MODERN NURSING
2013年
34期
4284-4287
,共4页
科研能力%批判性思维能力%本科生%护理
科研能力%批判性思維能力%本科生%護理
과연능력%비판성사유능력%본과생%호리
Research ability%Critical thinking ability%Undergraduate students%Nursing
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。
目的:探討《護理研究》課程互動式教學對護生科研能力及批判性思維能力的影響。方法選擇68例專升本護生作為研究對象,實施《護理研究》課程互動式教學,在榦預前後分彆採用科研能力自評量錶和批判性思維能力量錶進行評價。結果開展互動式教學課程後,護生軟件操作、論文寫作、基礎知識及統計學知識等科研能力得分分彆為(14.35±5.85),(8.22±5.00),(13.89±7.37),(9.42±4.32),(45.87±19.79)分,明顯高于開展前(9.32±5.46),(3.62±3.79),(9.25±6.14),(4.12±4.74),(26.31±17.43)分,開展前後比較,差異有統計學意義( t值分彆為5.06,5.95,3.91,6.64,5.99;P≤0.01)。開展互動式教學課程前後,護生批判性思維能力包括尋找真相、開放思想、分析能力、繫統化能力、批判思維的自信心、求知欲、認知成熟度及批判性思維能力總得分比較差異無統計學意義(P>0.05)。結論《護理研究》課程互動式教學有利于提高護理本科生的科研能力。
목적:탐토《호리연구》과정호동식교학대호생과연능력급비판성사유능력적영향。방법선택68례전승본호생작위연구대상,실시《호리연구》과정호동식교학,재간예전후분별채용과연능력자평량표화비판성사유능역량표진행평개。결과개전호동식교학과정후,호생연건조작、논문사작、기출지식급통계학지식등과연능력득분분별위(14.35±5.85),(8.22±5.00),(13.89±7.37),(9.42±4.32),(45.87±19.79)분,명현고우개전전(9.32±5.46),(3.62±3.79),(9.25±6.14),(4.12±4.74),(26.31±17.43)분,개전전후비교,차이유통계학의의( t치분별위5.06,5.95,3.91,6.64,5.99;P≤0.01)。개전호동식교학과정전후,호생비판성사유능력포괄심조진상、개방사상、분석능력、계통화능력、비판사유적자신심、구지욕、인지성숙도급비판성사유능력총득분비교차이무통계학의의(P>0.05)。결론《호리연구》과정호동식교학유리우제고호리본과생적과연능력。
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 .