Kingston University, Greater, London, United Kingdom.
Nurse Educ Today. 2012 Oct;32(7):752-6. doi: 10.1016/j.nedt.2012.05.017. Epub 2012 Jun 17.
Healthcare educators face numerous challenges including technological change, information overload, and the need to maintain clinical expertise and research knowledge across multiple specialities. Students also need to develop their capacity for critical thinking, using and discriminating between diverse sources of knowledge in order to advance their own practice.
To investigate student perceptions of the affordances of a novel web 2.0-based tool--the Web Resource Appraisal Process (WRAP), designed to support the development of critical thinking skills, and to identify how student's understanding of critical thinking and their use of web 2.0 resources might inform the cross-disciplinary development of the WRAP.
A two phase, action research study of student perceptions of the WRAP and their ability to source and identify valid information sources.
Implemented at the University of South Australia, development of the WRAP is an international project with the University of Westminster, UK.
Students from international locations participated in the project.
A mixed methods approach was adopted involving a two phase action research study. In phase one, student perceptions of the WRAP were obtained using a modified course feedback questionnaire. This informed the development of a subsequent questionnaire used to survey student perceptions of their usage of online resources, the ease of access of such resources and their approaches to determining their validity.
Results suggest that students mainly use traditional resources when preparing work for assessment and they either do not understand the concept of, or do not exercise, critical thinking skills in such activities. However, the feedback from students using the WRAP, demonstrated that they found it instructive and useful.
To ensure that practice developments are based on authoritative evidence, students need to develop critical thinking skills which may be facilitated by tools such as the WRAP.
医疗保健教育者面临着许多挑战，包括技术变革、信息过载以及在多个专业领域保持临床专业知识和研究知识的需求。学生还需要发展自己的批判性思维能力，利用和辨别各种知识来源，以提高自己的实践能力。
调查学生对一种新型基于 Web 2.0 的工具——Web 资源评估过程（WRAP）的认知，该工具旨在支持批判性思维技能的发展，并确定学生对批判性思维的理解和他们对 Web 2.0 资源的使用如何为 WRAP 的跨学科发展提供信息。
一项对学生对 WRAP 的认知及其获取和识别有效信息源能力的两阶段行动研究。
在南澳大利亚大学实施，WRAP 的开发是与英国威斯敏斯特大学的一个国际项目。
来自国际地点的学生参与了该项目。
采用混合方法，包括两阶段的行动研究。在第一阶段，使用经过修改的课程反馈问卷获得学生对 WRAP 的认知。这为随后的问卷调查提供了信息，该问卷调查了学生对他们使用在线资源的看法、获取这些资源的难易程度以及他们确定资源有效性的方法。
结果表明，学生在为评估准备工作时主要使用传统资源，他们要么不理解批判性思维技能的概念，要么在这种活动中不运用批判性思维技能。然而，使用 WRAP 的学生的反馈表明，他们发现它具有启发性和有用性。
为了确保实践发展基于权威证据，学生需要发展批判性思维技能，WRAP 等工具可以为此提供帮助。
