Zhang Caihong, Fan Huiying, Xia Jieqiong, Guo Honghua, Jiang Xinjun, Yan Yane
International Nursing School, Hainan Medical University, Haikou, PR China.
International Nursing School, Hainan Medical University, Haikou, PR China.
Asian Nurs Res (Korean Soc Nurs Sci). 2017 Sep;11(3):194-200. doi: 10.1016/j.anr.2017.07.002. Epub 2017 Aug 18.
The aim of this study was to evaluate the effects of reflective trainings for nursing students on their critical thinking disposition.
A total of 157 senior undergraduate nursing students sampled from Hainan Medical University in China participated in this study in 2014. They were randomly divided into experimental and control groups. The experimental group students were provided the reflective training during their entire 12-month clinical internship, whereas students in the control group were requested to keep their reflective diaries but without a formal training. Before and after the intervention, nursing students' critical thinking disposition was rated using the Chinese version of Critical Thinking Disposition Inventory (CTDI-CV).
Before the start of the intervention, the critical thinking disposition scores of the two groups had no significant differences. At the end of the intervention, it was found that the experimental students performed better in each subscale of CTDI-CV. These include the search for truth, open mind, analytical ability, systematic ability, critical thinking, self-confidence, curiosity, and cognitive maturity. By summing the scores of all categories, the results showed that the experimental group had a significantly higher total score than that of the control group (p ≤ .044). Evaluating the score difference in each function indicated that there was a range of improvements on the critical thinking disposition because of the reflective training intervention.
Reflective training during the internship period improves nursing students' disposition of critical thinking and promotes their readiness for their clinical practices in the rapidly increasing demands of the healthcare field.
本研究旨在评估针对护理专业学生的反思性训练对其批判性思维倾向的影响。
2014年，从中国海南医学院抽取了157名本科护理专业高年级学生参与本研究。他们被随机分为实验组和对照组。实验组学生在为期12个月的临床实习期间接受反思性训练，而对照组学生则被要求撰写反思日记，但不接受正式训练。在干预前后，使用中文版批判性思维倾向量表（CTDI-CV）对护理专业学生的批判性思维倾向进行评分。
在干预开始前，两组学生的批判性思维倾向得分无显著差异。在干预结束时，发现实验组学生在CTDI-CV的各个子量表上表现更好。这些子量表包括寻求真理、开放思维、分析能力、系统能力、批判性思维、自信心、好奇心和认知成熟度。通过对所有类别的得分进行汇总，结果显示实验组的总分显著高于对照组（p≤0.044）。对每个功能的得分差异进行评估表明，反思性训练干预使批判性思维倾向有一系列的改善。
实习期间的反思性训练可改善护理专业学生的批判性思维倾向，并促进他们在医疗保健领域快速增长的需求下为临床实践做好准备。
