Suliman W A
College of Nursing and Allied Medical Sciences, King Saud Bin Abdulaziz University for Health Sciences, National Guard Health Affairs, Riyadh, Saudi Arabia.
Int Nurs Rev. 2006 Mar;53(1):73-9. doi: 10.1111/j.1466-7657.2006.00445.x.
To assess the difference between the predominant critical thinking disposition(s) and learning styles of nursing students in the conventional (Stream I) and the accelerated (Stream II) baccalaureate nursing education programmes. This study will be beneficial to students, faculty and institutions as it will help them to acquire better understanding of critical thinking potentials and learning styles of nurses, as well as the relationship between learning styles and critical thinking dispositions.
This was a descriptive correlational study. The convenience sample consisted of 80 Stream I and 50 Stream II students. The following instruments were used for data collection: The Learning Styles Inventory of Kolb and the California Critical Thinking Dispositions Inventory of Facione and Facione. Descriptive and inferential statistics were used to analyse the data.
Overall, Stream II students were significantly more critical thinkers (P=0.000), inquisitive (P=0.000) and self-confident (P=0.002). The predominant learning styles of Streams I and II were the diverger and the converger, respectively, with no difference except in relation to their learning abilities, namely, concrete experience (P=0.017), in favour of Stream I. Further, the findings indicate a weak (range of r=0.209-0.328) though significant (range of P=0.017-0.000) correlation between learning abilities and various critical thinking dispositions.
评估传统（第一批次）和加速（第二批次）护理学学士教育项目中护理专业学生的主要批判性思维倾向和学习风格之间的差异。本研究将有助于学生、教师和院校更好地理解护士的批判性思维潜力和学习风格，以及学习风格与批判性思维倾向之间的关系。
这是一项描述性相关性研究。便利样本包括80名第一批次学生和50名第二批次学生。使用以下工具收集数据：科尔布学习风格量表以及法乔内和法乔内编制的加利福尼亚批判性思维倾向量表。采用描述性和推断性统计方法分析数据。
总体而言，第二批次学生在批判性思维（P=0.000）、好奇心（P=0.000）和自信心（P=0.002）方面表现更为显著。第一批次和第二批次学生的主要学习风格分别是发散型和聚合型，除了在具体经验（P=0.017）方面，第一批次学生具有优势外，二者在学习能力方面没有差异。此外，研究结果表明学习能力与各种批判性思维倾向之间存在微弱（r值范围为0.209 - 0.328）但显著（P值范围为0.017 - 0.000）的相关性。
