运用苏格拉底式探究法促进护理教育中的批判性思维。
The use of the Socratic inquiry to facilitate critical thinking in nursing education.
作者信息
Makhene Agnes
机构信息
Department of Nursing Sciences, University of Johannesburg, Johannesburg, South Africa.
出版信息
Health SA. 2019 Apr 23;24:1224. doi: 10.4102/hsag.v24i0.1224. eCollection 2019.
BACKGROUND
Critical thinking is a skill that nurse practitioners are required to have. Socratic inquiry can be used to facilitate critical thinking in nursing. Nurse educators seek methods to infuse into teaching content to facilitate students' critical thinking skills, and one of such methods is the use of Socratic inquiry as a teaching method.
AIM
This article aims to explore and describe how Socratic inquiry can be used to facilitate critical thinking in nursing education.
SETTING
This study took place in a nursing department at a university in Johannesburg.
METHODS
A qualitative, exploratory, descriptive and contextual design was used. Purposive sampling was used to draw a sample of 15 nurse educators determined by data saturation. Miles, Huberman and Saldaña's methodology of qualitative data analysis was used. Lincoln and Guba's strategies for trustworthiness and Dhai and McQuoid-Mason's principles of ethical consideration were used.
RESULTS
Three main themes emerged: the context necessary for Socratic inquiry, dispositions in Socratic inquiry and strategies to use in Socratic inquiry to facilitate critical thinking skills of students.
CONCLUSIONS
Socratic inquiry can be used both in education and practice settings to facilitate the use of critical thinking skills to solve problems.
背景
批判性思维是执业护士必须具备的一项技能。苏格拉底式探究可用于促进护理中的批判性思维。护理教育工作者寻求将相关方法融入教学内容，以培养学生的批判性思维技能，其中一种方法就是将苏格拉底式探究用作一种教学方法。
目的
本文旨在探讨和描述苏格拉底式探究如何用于促进护理教育中的批判性思维。
背景
本研究在约翰内斯堡一所大学的护理系开展。
方法
采用定性、探索性、描述性和情境性设计。采用目的抽样法，抽取15名护理教育工作者作为样本，样本量由数据饱和确定。运用迈尔斯、休伯曼和萨尔达尼亚的定性数据分析方法。采用林肯和古巴的可信度策略以及戴伊和麦夸德 - 梅森的伦理考量原则。
结果
出现了三个主要主题：苏格拉底式探究所需的背景、苏格拉底式探究中的倾向以及在苏格拉底式探究中用于促进学生批判性思维技能的策略。
结论
苏格拉底式探究可用于教育和实践环境，以促进运用批判性思维技能解决问题。
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