Oh Kasil, Ahn Yang Heui, Lee Hyang-Yeon, Lee Sook-Ja, Kim In-Ja, Choi Kyung-Sook, Ko Myung-Sook
School of Nursing, Ulaanbaartar University, Mongolia.
J Educ Eval Health Prof. 2011;8:3. doi: 10.3352/jeehp.2011.8.3. Epub 2011 Apr 4.
The purpose of this study was to describe outcome indicators of nursing education including critical thinking, professionalism, leadership, and communication and to evaluate differences among nursing programs and academic years. A descriptive research design was employed. A total of 454 students from four year baccalaureate (BS) nursing programs and two three-year associate degree (AD) programs consented to complete self-administered questionnaires. The variables were critical thinking, professionalism, leadership and communication. Descriptive statistics, χ(2)-test, t-tests, ANOVA, and the Tukey test were utilized for the data analysis. All the mean scores of the variables were above average for the test instruments utilized. Among the BS students, those in the upper classes tended to attain higher scores, but this tendency was not identified in AD students. There were significant differences between BS students and AD students for the mean scores of leadership and communication. These findings suggested the need for further research to define properties of nursing educational outcomes, and to develop standardized instruments for research replication and verification.
本研究的目的是描述护理教育的成果指标，包括批判性思维、专业素养、领导力和沟通能力，并评估护理项目和学年之间的差异。采用了描述性研究设计。来自四年制学士学位（BS）护理项目和两个三年制副学士学位（AD）项目的总共454名学生同意完成自填式问卷。变量包括批判性思维、专业素养、领导力和沟通能力。数据分析采用描述性统计、χ²检验、t检验、方差分析和Tukey检验。所有变量的平均得分均高于所使用测试工具的平均分。在BS学生中，高年级学生往往得分更高，但在AD学生中未发现这种趋势。BS学生和AD学生在领导力和沟通能力的平均得分上存在显著差异。这些发现表明需要进一步研究来定义护理教育成果的特性，并开发标准化工具用于研究的重复和验证。
