Newton Sarah E, Moore Gary
Oakland University School of Nursing, Rochester, Michigan, USA.
Nurs Educ Perspect. 2013 May-Jun;34(3):154-8. doi: 10.5480/1536-5026-34.3.154.
The purpose of this study was to describe the critical thinking (CT) skills of basic baccalaureate (basic-BSN) and accelerated second-degree (ASD) nursing students at nursing program entry.
Many authors propose that CT in nursing should be viewed as a developmental process that increases as students' experiences with it change. However, there is a dearth of literature that describes basic-BSN and ASD students' CT skills from an evolutionary perspective.
The study design was exploratory descriptive.
The results indicated thatASD students had higher CT scores on a quantitative critical thinking assessment at program entry than basic-BSN students.
CT data are needed across the nursing curriculum from basic-BSN and ASD students in order for nurse educators to develop cohort-specific pedagogical approaches that facilitate critical thinking in nursing and produce nurses with good CT skills for the future.
本研究的目的是描述本科基础护理学（basic-BSN）和护理学第二学位加速课程（ASD）的护理专业学生在入学时的批判性思维（CT）技能。
许多作者提出，护理中的批判性思维应被视为一个发展过程，随着学生对其体验的变化而增强。然而，从进化的角度描述基础护理学学士和护理学第二学位加速课程学生的批判性思维技能的文献却很匮乏。
本研究设计为探索性描述性研究。
结果表明，在入学时的定量批判性思维评估中，护理学第二学位加速课程的学生的批判性思维得分高于本科基础护理学专业的学生。
为了让护理教育工作者制定针对特定群体的教学方法，以促进护理中的批判性思维，并培养出未来具备良好批判性思维技能的护士，需要获取基础护理学学士和护理学第二学位加速课程学生在整个护理课程中的批判性思维数据。
