中华现代护理杂志
中華現代護理雜誌
중화현대호리잡지
CHINESE JOURNAL OF MODERN NURSING
2013年
3期
328-330
,共3页
护生%沟通%评判性思维能力
護生%溝通%評判性思維能力
호생%구통%평판성사유능력
Nursing students%Communication%Critical thinking ability
目的 探讨标准化沟通方式对本科实习护生评判性思维能力的影响.方法 将32名护理本科实习生随机分为观察组和对照组各16名,对照组按常规教学计划实施带教；观察组在常规带教的基础上实施标准化沟通方式训练.采用“中文版评判性思维能力测量表”(CTDI-CV)在入科时和出科时对两组护生进行评判性思维能力调查.结果 两组护生入科时CTDI-CV总分及各维度得分比较,差异无统计学意义(P＞0.05)；对照组护生入科时CTDI-CV总分及各维度得分与出科时比较,差异无统计学意义(P＞0.05)；观察组护生出科时CTDI-CV总分(334.13±35.47)及寻求真相(48.72 ±8.47)、分析能力(47.63±10.93)、评判性思维自信心(48.42±11.64)、认知成熟度(48.07±9.54)各维度上得分高于入科时[(276.65±43),(73,37.61±6.54),(37.92±4.98),(39.02±4.87),(35.81±5.88)；P ＜0.05],并高于对照组出科时(t值分别为-1.746,-3.928,-1.922,-1.927,-2.666;P ＜0.05),差异有统计学意义.结论 在护理本科实习生中进行标准化沟通方式训练有助于提高护生的评判性思维能力.
目的 探討標準化溝通方式對本科實習護生評判性思維能力的影響.方法 將32名護理本科實習生隨機分為觀察組和對照組各16名,對照組按常規教學計劃實施帶教；觀察組在常規帶教的基礎上實施標準化溝通方式訓練.採用“中文版評判性思維能力測量錶”(CTDI-CV)在入科時和齣科時對兩組護生進行評判性思維能力調查.結果 兩組護生入科時CTDI-CV總分及各維度得分比較,差異無統計學意義(P＞0.05)；對照組護生入科時CTDI-CV總分及各維度得分與齣科時比較,差異無統計學意義(P＞0.05)；觀察組護生齣科時CTDI-CV總分(334.13±35.47)及尋求真相(48.72 ±8.47)、分析能力(47.63±10.93)、評判性思維自信心(48.42±11.64)、認知成熟度(48.07±9.54)各維度上得分高于入科時[(276.65±43),(73,37.61±6.54),(37.92±4.98),(39.02±4.87),(35.81±5.88)；P ＜0.05],併高于對照組齣科時(t值分彆為-1.746,-3.928,-1.922,-1.927,-2.666;P ＜0.05),差異有統計學意義.結論 在護理本科實習生中進行標準化溝通方式訓練有助于提高護生的評判性思維能力.
목적 탐토표준화구통방식대본과실습호생평판성사유능력적영향.방법 장32명호리본과실습생수궤분위관찰조화대조조각16명,대조조안상규교학계화실시대교；관찰조재상규대교적기출상실시표준화구통방식훈련.채용“중문판평판성사유능력측량표”(CTDI-CV)재입과시화출과시대량조호생진행평판성사유능력조사.결과 량조호생입과시CTDI-CV총분급각유도득분비교,차이무통계학의의(P＞0.05)；대조조호생입과시CTDI-CV총분급각유도득분여출과시비교,차이무통계학의의(P＞0.05)；관찰조호생출과시CTDI-CV총분(334.13±35.47)급심구진상(48.72 ±8.47)、분석능력(47.63±10.93)、평판성사유자신심(48.42±11.64)、인지성숙도(48.07±9.54)각유도상득분고우입과시[(276.65±43),(73,37.61±6.54),(37.92±4.98),(39.02±4.87),(35.81±5.88)；P ＜0.05],병고우대조조출과시(t치분별위-1.746,-3.928,-1.922,-1.927,-2.666;P ＜0.05),차이유통계학의의.결론 재호리본과실습생중진행표준화구통방식훈련유조우제고호생적평판성사유능력.
Objective To explore the effect of the the situation-background-assessment-recommendation (SBAR) communication technique on critical thinking disposition of undergraduate nursing students.Methods Thirty-two undergraduate nursing students were randomly divided into test group (n =16) and control group (n =16).The control group adopted conventional teaching methods.The test group were asked to carry out the SBAR communication technique based on conventional teaching methods.Then critical thinking ability of the two group students were investigated in early practical and final practical stage respectively by adopting Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV).Results There were no statistically significant differences in terms of CTDI-CV scores and each dimension score in early practice between the two groups (P ＞ 0.05).In control group,no significant differences were found in terms of CTDI-CV scores and each dimension scores between early and final practice stage (P ＞0.05).In test group,CTDI-CV score of students in final practice [(334.13 ± 35.47) vs (276.65 ±43.73)] and dimension scores such as the ability of truth seeking [(48.72 ±8.47) vs (37.61 ±6.54)],analyticity [(47.63 ± 10.93) vs (37.92 ±4.98)],critical thinking self-confidence [(48.42 ± 11.64) vs (39.02 ±4.87)],maturity of judgment [(48.07 ±9.54) vs (35.81 ±5.88)] were significantly higher than that of students in early practice (P <0.05).And it was also higher than that of control group students in final practice stage (t =-1.746,-3.928,-1.922.-1.927,-2.666,respectively;P ＜ 0.05).Conclusions The SBAR communication technique is helpful to enhance the critical thinking ability of undergraduate nursing students.
