Ellermann Caroline R, Kataoka-Yahiro Merle R, Wong Lorrie C
University of Hawaii at Manoa, School of Nursing and Dental Hygiene, Honolulu, Hawaii, USA.
J Nurs Educ. 2006 Jun;45(6):220-7. doi: 10.3928/01484834-20060601-06.
Over time, various methods have been used to stimulate critical thinking in undergraduate nursing students, and although many have been successful in helping students integrate the essential knowledge, experiences, and clinical reasoning that support practice, it is also useful to explore new methods. Faculty at the University of Hawaii at Manoa, School of Nursing and Dental Hygiene have taken an innovative approach of using logic models to further enhance critical thinking. This article presents an application of varying experiences and methods of using logic models to support the development of critical thinking and reasoning skills in nursing students. The processes in which logic models are used in the curriculum are described. The models are used to connect concepts from concrete to abstract levels in diverse and often nonlinear diagrams, guided discourse, and written assignments. The specific instructional methods used include concept mapping, concept papers, conceptual linking, and substruction.
随着时间的推移，人们采用了各种方法来激发本科护理专业学生的批判性思维。尽管许多方法在帮助学生整合支持实践的基础知识、经验和临床推理方面取得了成功，但探索新方法也很有用。位于火奴鲁鲁的夏威夷大学护理与口腔卫生学院的教师采用了一种创新方法，即使用逻辑模型来进一步加强批判性思维。本文介绍了运用不同经验和方法使用逻辑模型来支持护理专业学生批判性思维和推理能力发展的应用情况。描述了在课程中使用逻辑模型的过程。这些模型用于通过多样且往往是非线性的图表、引导性论述和书面作业，将概念从具体层面连接到抽象层面。所使用的具体教学方法包括概念图绘制、概念论文、概念链接和构建。
