Thomas B
Nurs Res. 1979 Mar-Apr;28(2):115-9.
Shortly after the University of Iowa implemented a new, integrated curriculum in 1974, a study of creativity was initiated because one goal of the process curriculum is to foster creativity. Hypotheses of no difference between beginning and graduating students and between old and new curriculum students were tested by means of Student's t test with Activities 5, 6, and 7 of Verbal Form A, Torrance Tests of Creative Thinking used as the criterion measure. The null hypotheses were rejected in favor of the beginning students and the old curriculum students, respectively (p less than .05). Hypotheses of no relationship between creativity and American College Testing scores and admit grade point average were tested by computing Pearson product moment correlation coefficients. All values of r were nonsignificant. Further research on a number of aspects of creativity in nursing is suggested.
1974年爱荷华大学实施新的综合课程后不久，便启动了一项关于创造力的研究，因为过程课程的一个目标是培养创造力。通过学生t检验，以言语形式A的活动5、6和7（托兰斯创造性思维测验）作为标准测量方法，对新生与毕业生之间以及新旧课程学生之间不存在差异的假设进行了检验。原假设分别被拒绝，支持新生和旧课程学生（p小于0.05）。通过计算皮尔逊积差相关系数，对创造力与美国大学考试成绩及录取平均绩点之间不存在关系的假设进行了检验。所有r值均无统计学意义。建议对护理领域创造力的多个方面进行进一步研究。
