Gyeong Ju An, Myung Sook Yoo
Department of Nursing, College of Medicine, Catholic University of Daegu, Daegu, South Korea.
Contemp Nurse. 2008 May;29(1):100-9. doi: 10.5172/conu.673.29.1.100.
The purpose of this study is to examine the critical thinking dispositions and learning styles, as well as the relationships between critical thinking and learning styles of nursing students enrolled in Baccalaureate nursing programs in Korea. The convenient sample consisted of 724 students from five cities. The learning style inventory of Kolb (1976) and critical thinking disposition inventory of Rudd et al (2000) were used for collecting data. Learning styles of the subjects were Diverging 315 (43.5%), Accommodating 223 (30.4%), Assimilating 78 (10.8%), and Converging 65 (9.0%). There were no significant differences in learning styles among grades (p=.197). The level of critical thinking significantly differed among learning styles (p=.000), and grades (p=.043). Critical thinking positively related to learning styles (r=.219) and grades (r=.097). This study suggested that adopting Abstract Conceptualization and Active Experimentation modes of pedagogy may promote critical thinking.
本研究旨在考察韩国护理学学士项目中护理专业学生的批判性思维倾向和学习风格，以及批判性思维与学习风格之间的关系。便利样本由来自五个城市的724名学生组成。采用Kolb（1976）的学习风格量表和Rudd等人（2000）的批判性思维倾向量表收集数据。受试者的学习风格为发散型315人（43.5%）、顺应型223人（30.4%）、聚合型78人（10.8%）和同化型65人（9.0%）。各年级之间的学习风格无显著差异（p = 0.197）。批判性思维水平在学习风格（p = 0.000）和年级（p = 0.043）之间存在显著差异。批判性思维与学习风格呈正相关（r = 0.219），与年级呈正相关（r = 0.097）。本研究表明，采用抽象概念化和主动实验的教学模式可能会促进批判性思维。
