Sorensen Heather A J, Yankech L Rose
BryanLGH College of Health Sciences, School of Nursing, NE 68506, USA.
J Contin Educ Nurs. 2008 May;39(5):208-16. doi: 10.3928/00220124-20080501-07.
Research regarding the relationship between preceptorship and development of critical thinking in new graduate nurses is sparse. No studies could be found that examined the relationship of preceptor education to critical thinking scores of new graduate nurses.
A quasi-experimental, mixed-methods design measured critical thinking ability of new graduate nurses. Focus group interviews were conducted with preceptors who attended an author-developed educational program.
Preceptors' participation in the educational session contributed to the evaluation subscale of critical thinking skills of the experimental group on the California Critical Thinking Skills Test (F = 4.709, p = .039). Preceptors had positive qualitative responses.
Critical thinking skills of new graduate nurses can be improved and learning relationships developed through preceptor education. Further study is suggested.
关于带教与新毕业护士批判性思维发展之间关系的研究较少。未发现有研究考察带教者教育与新毕业护士批判性思维得分之间的关系。
采用准实验性混合方法设计来测量新毕业护士的批判性思维能力。对参加由作者开发的教育项目的带教者进行了焦点小组访谈。
带教者参与教育课程对实验组在加利福尼亚批判性思维技能测试中批判性思维技能的评估子量表有贡献（F = 4.709，p = .039）。带教者有积极的定性反应。
通过带教者教育可以提高新毕业护士的批判性思维技能并发展学习关系。建议进一步研究。
