Worrell Judith A, Profetto-McGrath Joanne
Faculty of Nursing, 3rd Floor Clinical Sciences Building, University of Alberta, Edmonton, Alta., Canada T6G 2G3.
Nurse Educ Today. 2007 Jul;27(5):420-6. doi: 10.1016/j.nedt.2006.07.004. Epub 2006 Sep 1.
Increasingly complex needs and expanding roles in the delivery of health care require professional nurses to be capable critical thinkers and self-directed learners. Problem-based learning (PBL) is promoted as a mean to facilitate critical thinking (CT) in nursing students attending generic and post RN baccalaureate programs. The authors summarize and analyze nursing research and theoretical literature (1992-2005) related to four key topic areas: critical thinking, nursing education, PBL, and post RN education, to determine what is known about the impact of PBL on CT among post RN students. CINAHL, ERIC, Medline and PsychINFO databases were searched and based on the literature retrieved, there is no strong research evidence to suggest changes occur in baccalaureate nursing students' CT during their educational programs, including those using PBL. Similar results were found among post RN students although the literature on this topic is sparse. There is a need for additional research and ongoing development of valid and reliable instruments to measure CT in nurses to guide teaching and learning strategies that effectively facilitate CT among nursing students.
在医疗保健服务中，需求日益复杂，护士的角色不断扩展，这就要求专业护士具备批判性思维能力和自主学习能力。基于问题的学习（PBL）被推崇为一种促进护理专业学生批判性思维（CT）的方法，这些学生就读于普通护理专业和护理学学士后课程。作者总结并分析了1992年至2005年间与四个关键主题领域相关的护理研究和理论文献：批判性思维、护理教育、基于问题的学习和护理学学士后教育，以确定关于基于问题的学习对护理学学士后学生批判性思维的影响已知的情况。检索了CINAHL、ERIC、Medline和PsychINFO数据库，基于检索到的文献，没有有力的研究证据表明护理学学士护理专业学生在其教育课程期间，包括那些采用基于问题的学习的课程，其批判性思维会发生变化。在护理学学士后学生中也发现了类似结果，尽管关于该主题的文献较少。需要进行更多研究，并持续开发有效且可靠的工具来测量护士的批判性思维，以指导能有效促进护理专业学生批判性思维的教学策略。
