Sedlak C A
Kent State University, School of Nursing, Ohio, USA.
Nurse Educ. 1999 Nov-Dec;24(6):38-44. doi: 10.1097/00006223-199911000-00015.
This study is part of a larger study describing the differences in critical thinking between nontraditional and traditional beginning baccalaureate nursing students during the first clinical nursing course. Descriptive data analysis from student journals, interviews, and researcher observations revealed three major dimensions of reasoning to describe students' critical thinking: exploration of thoughts and feelings, demonstration of humility, and use of analogous experiences. Nontraditional beginning students do think critically and value the opportunity to share their subjective clinical experiences.
本研究是一项更大规模研究的一部分，该研究描述了非传统和传统本科护理新生在第一门临床护理课程期间批判性思维的差异。对学生日志、访谈和研究者观察进行的描述性数据分析揭示了描述学生批判性思维的三个主要推理维度：思想和情感探索、谦逊表现以及类似经历的运用。非传统本科新生确实进行批判性思考，并重视分享其主观临床经验的机会。
