McCarthy P, Schuster P, Zehr P, McDougal D
Department of Nursing, Youngstown State University, Ohio 44555-3293, USA.
J Nurs Educ. 1999 Mar;38(3):142-4. doi: 10.3928/0148-4834-19990301-11.
The assessment of critical thinking traditionally has been accomplished through observation of students by faculty in clinical settings and evaluation of written patient assessments and care plans. Quantitative measurement has become a current focus of nurse educators. The purpose of this cross-sectional study was to compare and contrast critical thinking abilities in beginning and graduating nursing students using the California Critical Thinking Skills Test (CCTST) and the California Critical Thinking Disposition Inventory (CCTDI). The CCTST revealed a significant difference in critical thinking from the sophomore year to the senior year. There also were significant differences between sophomores and seniors on the overall score for the CCTDI, with subtest differences in truth-seeking, analyticity, self-confidence, and inquisitiveness.
传统上，批判性思维的评估是通过教师在临床环境中对学生的观察以及对书面患者评估和护理计划的评价来完成的。定量测量已成为护理教育工作者当前关注的焦点。这项横断面研究的目的是使用加利福尼亚批判性思维技能测试（CCTST）和加利福尼亚批判性思维倾向问卷（CCTDI），比较和对比本科低年级和高年级护理专业学生的批判性思维能力。CCTST显示，从大二到大四，学生的批判性思维存在显著差异。在CCTDI的总分上，大二学生和大四学生之间也存在显著差异，在寻求真理、分析能力、自信心和好奇心等子测试方面也存在差异。
