Zygmont Dolores M, Schaefer Karen Moore
Department of Nursing, College of Health Professions, Temple University, Philadelphia, Pennsylvania, USA.
Nurs Educ Perspect. 2006 Sep-Oct;27(5):260-8.
The purpose of this study was twofold: to determine the critical thinking skills of nurse faculty and to examine the relationship between epistemological position and critical thinking. Most participants reported having no education on critical thinking. Data were collected using the California Critical Thinking Skills Test (CCTST) and the Learning Environment Preferences (LEP). Findings from the CCTST indicated that faculty varied considerably in their ability to think critically; LEP findings suggested that participants had not reached the intellectual level needed for critical thinking. In addition, 12 faculty participated in one-hour telephone interviews in which they described experiences in which students demonstrated critical thinking. Despite a lack of clarity on the definition of critical thinking, faculty described clinical examples where students engaged in analysis, inference, and evaluation. Based on these findings, it is recommended that faculty transfer their ability to engage students in critical thinking in the clinical setting to the classroom setting. Benchmarks can be established based on the ability of faculty to engage in critical thinking.
确定护理教师的批判性思维能力，并考察认识论立场与批判性思维之间的关系。大多数参与者报告称没有接受过关于批判性思维的教育。使用加利福尼亚批判性思维技能测试（CCTST）和学习环境偏好（LEP）收集数据。CCTST的结果表明，教师在批判性思维能力方面差异很大；LEP的结果表明，参与者尚未达到批判性思维所需的智力水平。此外，12名教师参与了一小时的电话访谈，他们在访谈中描述了学生展现批判性思维的经历。尽管对批判性思维的定义缺乏清晰性，但教师们描述了学生进行分析、推理和评估的临床实例。基于这些发现，建议教师将其在临床环境中促使学生进行批判性思维的能力转移到课堂环境中。可以根据教师的批判性思维能力来设定基准。
