Profetto-McGrath Joanne
Faculty of Nursing, University of Alberta, Alberta, Canada.
J Adv Nurs. 2003 Sep;43(6):569-77. doi: 10.1046/j.1365-2648.2003.02755.x.
Critical thinking is essential to nursing practice; therefore, knowledge and understanding of nursing students' critical thinking skills (CTS) and related dispositions are important to nurse educators. This paper presents the results of a non-experimental study conducted in spring 1998, identifies implications for nurse educators, and offers recommendations for future research.
The aim of the study was to investigate the CTS and critical thinking dispositions (CTD) of students enrolled in a 4-year baccalaureate programme at a university in Western Canada.
The study used a cross-sectional design. Data collection occurred during regularly scheduled classes. A volunteer sample of 228 students from all 4 years of the baccalaureate programme completed a background/demographic questionnaire, the California Critical Thinking Skills Test, and the California Critical Thinking Disposition Inventory. The reliability of the test and inventory were established using the Kuder Richardson 20 and Cronbach Alpha respectively. Both descriptive and inferential statistical analyses were carried out.
Critical thinking mean scores increased from years 1 to 4 with the exception of year 3. However, there was no statistically significant difference among the four student groups. Although differences in critical thinking disposition scores were not statistically significant, students' scores differed significantly on the systematicity subscale. There was a significant relationship between students' overall CTS and CTD scores.
Approximately 38% of the students in the current study had adequate levels of CTS and 85.5% of the students had adequate levels of CTD. Results indicate a need for students' continued development in these areas. Dispositions are crucial to critical thinking; without them critical thinking does not happen or may be substandard.
批判性思维对护理实践至关重要；因此，了解和掌握护理专业学生的批判性思维技能（CTS）及相关倾向对护理教育工作者而言非常重要。本文呈现了1998年春季开展的一项非实验性研究的结果，明确了对护理教育工作者的启示，并为未来研究提供了建议。
本研究旨在调查加拿大西部一所大学四年制本科护理专业学生的批判性思维技能和批判性思维倾向。
本研究采用横断面设计。数据收集在常规课程期间进行。从本科四年制课程的所有学生中选取了228名志愿者作为样本，他们完成了一份背景/人口统计学调查问卷、加利福尼亚批判性思维技能测试以及加利福尼亚批判性思维倾向量表。分别使用库德-理查森20公式和克朗巴哈系数来确定测试和量表的信度。同时进行了描述性和推断性统计分析。
批判性思维平均得分从第1年到第4年呈上升趋势，但第3年除外。然而，四个学生组之间在统计学上没有显著差异。尽管批判性思维倾向得分的差异在统计学上不显著，但学生在系统性子量表上的得分差异显著。学生的整体批判性思维技能得分与批判性思维倾向得分之间存在显著关系。
本研究中约38%的学生具备足够水平的批判性思维技能，85.5%的学生具备足够水平的批判性思维倾向。结果表明学生在这些方面仍需持续发展。倾向对于批判性思维至关重要；没有它们，批判性思维就不会发生或可能达不到标准。
