Chan Zenobia C Y
FG421, School of Nursing, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong.
Nurse Educ Today. 2013 Nov;33(11):1382-7. doi: 10.1016/j.nedt.2012.09.005. Epub 2012 Oct 6.
This systematic review aimed to identify the types of nursing course structure that promotes students' creative thinking and creativity.
Systematic review.
Five electronic databases: The British Nursing Index, CINAHL, PsycINFO, Scopus and Ovid Medline.
The databases were systematically searched to identify studies that discussed the concept of creative thinking in nursing education or reported a strategy that improved students' creative thinking. Qualitative studies or studies that included qualitative data were included. After reading the full content of the included studies, key themes and concepts were extracted and synthesized.
Eight studies were identified. Four main themes relating to the course structure in teaching creativity were developed: diversity learning, freedom to learn, learning with confidence and learning through group work.
To promote creative thinking in nursing students, educators themselves need to be creative in designing courses that allow students to learn actively and convert thoughts into actions. Educators should balance course freedom and guidance to allow students to develop constructive and useful ideas. Confidence and group work may play significant roles in helping students to express themselves and think creatively.
本系统评价旨在确定促进学生创造性思维和创造力的护理课程结构类型。
系统评价。
五个电子数据库：《英国护理索引》、护理学与健康领域数据库、心理学文摘数据库、Scopus数据库和Ovid医学数据库。
对数据库进行系统检索，以识别讨论护理教育中创造性思维概念或报告提高学生创造性思维策略的研究。纳入定性研究或包含定性数据的研究。在阅读纳入研究的全文后，提取并综合关键主题和概念。
共识别出八项研究。围绕教学创造力的课程结构形成了四个主要主题：多样化学习、学习自由、自信学习和小组合作学习。
为促进护理专业学生的创造性思维，教育工作者自身在设计课程时需要具有创造性，使学生能够积极学习并将想法转化为行动。教育工作者应平衡课程的自由度和指导，让学生形成有建设性且有用的想法。自信和小组合作在帮助学生表达自我和创造性思考方面可能发挥重要作用。
