Lin Chun-Chih, Han Chin-Yen, Pan I-Ju, Chen Li-Chin
Assistant Professor, ChiaYi Campus, Chang Gung University of Science and Technology, ChiaYi, Taiwan, ROC..
Assistant Professor, Chang Gung University of Science and Technology, Taoyuan, Taiwan, ROC..
J Prof Nurs. 2015 Mar-Apr;31(2):149-57. doi: 10.1016/j.profnurs.2014.07.001. Epub 2014 Jul 30.
Health care professionals are challenged by the complexities of the health care environment. This study uses a qualitative approach to explore how teaching strategy affects the development of critical thinking (CT) among Taiwanese baccalaureate-level nursing students. Data collected from 109 students' reflection reports were analyzed using content analysis. Three categories generated by the analysis were the teaching-learning strategy, enhancing CT, and transiting into a different learning style. The teaching-learning strategy consisted of concept mapping, question and answer, and real-life case studies. CT was enhanced alternately by self-directed learning, the realization of the gap between known and unknown, and connecting the gap between theoretical nursing knowledge and clinical practice. The study results emphasize participants' perceptions of becoming a critical thinker, turning into an active learner, and eventually achieving self-confidence. These learning effects invest the wisdom of teaching-learning with a far-reaching significance.
医疗保健专业人员面临着医疗保健环境复杂性的挑战。本研究采用定性方法，探讨教学策略如何影响台湾本科护理专业学生批判性思维（CT）的发展。从109名学生的反思报告中收集的数据采用内容分析法进行分析。分析产生的三个类别是教学策略、增强批判性思维和转变为不同的学习风格。教学策略包括概念图、问答和实际案例研究。通过自主学习、认识已知与未知之间的差距以及弥合理论护理知识与临床实践之间的差距，批判性思维得到交替增强。研究结果强调了参与者对成为批判性思考者、转变为积极学习者并最终获得自信的认知。这些学习效果赋予了教学智慧深远的意义。
