学士学位课程对传统护理学学士、注册护士到护理学学士以及加速课程学生批判性思维能力的影响。

The influence of a baccalaureate program on traditional, RN-BSN, and accelerated students' critical thinking abilities.

作者信息

Brown J M, Alverson E M, Pepa C A

机构信息

College of Nursing, Valparaiso University, Valparaiso, Indiana, USA.

出版信息

Holist Nurs Pract. 2001 Apr;15(3):4-8. doi: 10.1097/00004650-200104000-00004.

DOI:10.1097/00004650-200104000-00004

PMID:12120110

Abstract

Although there are multiple ways of achieving baccalaureate-level nursing education, all graduates must demonstrate critical thinking abilities to practice competently. The purpose of this study was to measure the changes in critical thinking abilities of students pursuing various pathways in the same baccalaureate nursing curriculum. Traditional, registered nurse-bachelor of science (RN-BSN), and accelerated students completed the Watson-Glaser Critical Thinking Appraisal (WGCTA) at the beginning and end of their nursing course sequence. Findings revealed a significant difference between the pre- and post-WGCTA scores of traditional students (t = -2.84, P = .007) and RN-BSN students (t = -2.28, P = .029), but not of accelerated students. Similarities between the curricular pathways that could account for the results were analyzed. Further research is needed to determine the best combination of liberal arts and nursing courses for the development of critical thinking abilities.

摘要

尽管获得护理学学士学位的教育方式有多种，但所有毕业生都必须具备批判性思维能力才能胜任护理工作。本研究的目的是衡量在同一护理学学士学位课程中通过不同途径学习的学生批判性思维能力的变化。传统学生、注册护士-理学学士（RN-BSN）学生和加速课程学生在护理课程开始和结束时完成了沃森-格拉泽批判性思维评估（WGCTA）。研究结果显示，传统学生（t = -2.84，P = .007）和RN-BSN学生（t = -2.28，P = .029）在WGCTA前后得分存在显著差异，但加速课程学生没有。分析了可能导致这一结果的课程途径之间的相似性。需要进一步研究以确定文科课程和护理课程的最佳组合，以培养批判性思维能力。