Naber Jessica, Wyatt Tami H
219 Mason Hall, Murray, KY 42071, United States.
Nurse Educ Today. 2014 Jan;34(1):67-72. doi: 10.1016/j.nedt.2013.04.002. Epub 2013 Apr 25.
The importance of critical thinking is well-documented by the American Association of Colleges of Nursing and the National League for Nursing. Reflective writing is often used to increase understanding and analytical ability. The lack of empirical evidence about the effect of reflective writing interventions on critical thinking supports the examination of this concept.
Study objectives were:
This study used an experimental, pretest-posttest design.
The setting was two schools of nursing at universities in the southern United States.
The convenience sample included 70 fourth-semester students in baccalaureate nursing programs.
Randomly assigned control and experimental groups completed the California Critical Thinking Skills Test (CCTST) and the California Critical Thinking Dispositions Inventory Test (CCTDI). The experimental group completed six reflective writing assignments. Both groups completed the two tests again.
Results showed that the experimental group had a significant increase (p=0.03) on the truthseeking subscale of the CCTDI when compared to the control group. The experimental group's scores increased on four CCTST subscales and were higher than the control group's on three CCTST subscales.
The results of this study make it imperative for nursing schools to consider including reflective writing-especially assignments based on Paul's (1993) model-in nursing courses. If future studies, testing over longer periods of time, show significant increases in critical thinking, those interventions could be incorporated into nursing curriculum and change the way nurse educators evaluate students.
美国护理学院协会和美国国家护理联盟充分证明了批判性思维的重要性。反思性写作常被用于增进理解和分析能力。关于反思性写作干预对批判性思维影响的实证证据不足，这支持了对这一概念的研究。
研究目的如下：
本研究采用实验性的前测-后测设计。
研究地点为美国南部两所大学的护理学院。
便利样本包括70名护理学本科专业第四学期的学生。
随机分配的对照组和实验组完成了加利福尼亚批判性思维技能测试（CCTST）和加利福尼亚批判性思维倾向量表测试（CCTDI）。实验组完成了六项反思性写作作业。两组再次完成这两项测试。
结果显示，与对照组相比，实验组在CCTDI的求真性子量表上有显著提高（p=0.03）。实验组在CCTST的四个子量表上得分增加，且在CCTST的三个子量表上高于对照组。
本研究结果使护理学院必须考虑在护理课程中纳入反思性写作——尤其是基于保罗（1993年）模型的作业。如果未来更长时间的研究表明批判性思维有显著提高，这些干预措施可纳入护理课程，并改变护理教育工作者评估学生的方式。
