摘要
目的研究在中西医结合外科临床护理教学中使用批判性思维的效果。方法选择2014年7月～2015年7月在北京中医药大学东方医院（以下简称“我院”）普外科进行护理实习的五年制本科生86人，其中男18人，女68人，年龄21～23岁，平均（22．2±1．1）岁。采用随机数字表法将学生分为观察组和对照组，每组43人。对照组学生应用传统教学法，观察组学生采用批判性思维教学方法。观察两组学生批判性思维能力的改变。实习后期，发放护理研究教学效果评价问卷（问卷由我院自主研究制订），对参与研究的两组护理人员进行教学效果评价分析，内容包括：自觉使用批判思维、分析能力、认知成熟度、科学思维能力、推理判断能力，每项含10小项内容（一项2分），每大项20分，总分100分；②两组学生毕业成绩比较。包括理论成绩、护理操作成绩，满分各为100分。结果教学前两组学生一般能力方面比较差异无统计学意义（P〉0．05），具有可比性；教学后自觉使用批判思维、认知成熟度、科学思维能力、推理判断能力方面，观察组与对照组两组均有所提高，与之前比较差异有统计学意义（P〈0．05），但观察组学生提高更加明显，两组比较差异有统计学意义（P〈0．05）；分析能力方面，观察组学生提高明显，差异有统计学意义（P〈0．05），对照组学生有一定提高，但与教学前比较差异无统计学意义（P〉0．05）；观察组学生临床理论知识成绩、护理实际操作技能成绩都高于对照组，两组结果比较差异有统计学意义（P〈0．05）。结论将中西医结合外科临床护理中引入批判性思维教学理念和方法可提升护生批判性创新能力，提高临床技能成绩。
Objective To study the effect of critical thinking in integrative medicine surrgery nursing teaching. Methods 86 practice five-year undergraduates practiced in the Department of General Surgery of Dongfang Hospital, Beijing University of Chinese Medicine （＂our hospital＂ for short） from July 2014 to July 2015 were selected, including 18 men, 68 women, aged 21 to 23 years, mean （22.2 ± 1.1） years. Students were divided into control group and observation group using random number table method, with 43 people in each group. The traditional teaching method was applied the control group, critical thinking teaching method was used in the observation group. The changes of two groups of students＇ critical thinking skills were observed. ＂Nursing Research＂ Teaching Evaluation Questionnaire （questionnaire independently researched by our hospital） was issued in late practice, two groups of nurses participating in the study were evaluated of teaching effectiveness analysis, including the conscious use of critical thinking, analytical skills, cognitive maturity degree, scientific thinking, reasoning, judgment, each contained 10 items （2 points per item）; every major item equaled to 20 points out of 100 points; ②Two groups of students graduati compared, including theoretical results, nursing results,both full marks for 100 points. Results The difference on were between the two groups of students before teaching ability in general was not statistically significant （P 〉 0.05）, which was comparable; conscious use after teaching critical thinking, cognitive maturity, scientific thinking, reasoning, judgment and ability in both groups were improved （P 〈 0.05）, but the observation group of students improved more significantly （P 〈 0.05）; analytical capacity of observe group improved more significantly （P 〈 0.05）, control group had certain improve, but the difference was not statistically significant （P 〉 0.05）; clinical results of theoretical knowledge, practical nursing skills scores of observation group were higher than control group, the results of the two groups was statistically significant （P 〈 0.05）. Conclusion The critical thinking philosophy and teaching methods in Chinese and Western medicine surgery clinical care can enhance the critical ability to innovate, improve the clinical skills performance.Western medicine surgery clinical care in critical thinking philosophy and teaching methods can enhance the critical ability to innovate, improve the clinical skills performance.
出处
《中国医药导报》
CAS
2016年第22期149-152,共4页
China Medical Herald
基金
北京中医药大学中青年教师资助项目(2013-JYB22-JS-16401)
关键词
批判性思维
中西医结合
外科
护理
学生
教学
Critical thinking
Integrative medicine
Surgery Nursing Student Teaching
