Lee Weillie, Chiang Chi-Hua, Liao I-Chen, Lee Mei-Li, Chen Shiah-Lian, Liang Tienli
Department of Nursing, Hungkuang University, Taichung, Taiwan.
Nurse Educ Today. 2013 Oct;33(10):1219-23. doi: 10.1016/j.nedt.2012.06.010. Epub 2012 Jul 15.
Concept map is a useful cognitive tool for enhancing a student's critical thinking by encouraging students to process information deeply for understanding. However, there is limited understanding of longitudinal effects of concept map teaching on students' critical thinking. The purpose of the study was to investigate the growth and the other factors influencing the development of critical thinking in response to concept map as an interventional strategy for nursing students in a two-year registered nurse baccalaureate program. The study was a quasi-experimental and longitudinal follow-up design. A convenience sample was drawn from a university in central Taiwan. Data were collected at different time points at the beginning of each semester using structured questionnaires including Critical Thinking Scale and Approaches to Learning and Studying. The intervention of concept map teaching was given at the second semester in the Medical-Surgical Nursing course. The results of the findings revealed student started with a mean critical thinking score of 41.32 and decreased at a rate of 0.42 over time, although not significant. After controlling for individual characteristics, the final model revealed that the experimental group gained a higher critical thinking score across time than the control group. The best predictive variables of initial status in critical thinking were without clinical experience and a higher pre-test score. The growth in critical thinking was predicted best by a lower pre-test score, and lower scores on surface approach and organized study. Our study suggested that concept map is a useful teaching strategy to enhance student critical thinking.
概念图是一种有用的认知工具，通过鼓励学生深入处理信息以促进理解，从而增强学生的批判性思维。然而，对于概念图教学对学生批判性思维的纵向影响，人们的了解有限。本研究的目的是调查在一个为期两年的护理学学士注册护士项目中，作为一种干预策略，概念图对护理专业学生批判性思维发展的成长情况及其他影响因素。该研究采用了准实验和纵向随访设计。便利样本取自台湾中部的一所大学。在每个学期开始时的不同时间点，使用包括批判性思维量表以及学习和研究方法的结构化问卷收集数据。概念图教学干预在第二学期的《内科护理学》课程中进行。研究结果显示，学生的批判性思维平均初始得分为41.32分，且随时间推移以0.42的速率下降，尽管不显著。在控制个体特征后，最终模型显示，实验组在整个时间段内的批判性思维得分高于对照组。批判性思维初始状态的最佳预测变量是没有临床经验和较高的预测试分数。批判性思维的增长最佳预测因素是较低的预测试分数、较低的表层学习方法得分和有条理学习得分。我们的研究表明，概念图是一种增强学生批判性思维的有用教学策略。
