Student Research Committee, Semnan University of Medical Sciences, Semnan, Iran.
Nursing Care Research Center, Semnan University of Medical Sciences, Semnan, Iran; Department of Nursing, Faculty of Nursing and Midwifery, Semnan University of Medical Sciences, Semnan, Iran.
Nurse Educ Pract. 2020 May;45:102783. doi: 10.1016/j.nepr.2020.102783. Epub 2020 Apr 6.
Critical thinking affects patient safety in critical situations. Nurses, in particular, intensive care unit (ICU) nurses, need to develop their critical thinking skills. The present article seeks to compare the level of critical thinking in medical-surgical and ICU nurses and investigate the factors explaining it. A cross-sectional study was conducted on 120 medical-surgical and ICU nurses (60 per group). Data were collected using the California Critical Thinking Skills Test and analyzed in SPSS-16 using independent samples t-test, ANOVA, and the regression analysis. The mean critical thinking score was 8.68 ± 2.84 in the ICU nurses and 9.12 ± 2.99 in the medical-surgical nurses. No significant differences were found between the two groups in terms of the critical thinking score and the scores of its domains. The results of the regression analysis showed that demographic variables explain only 8% of the variations in critical thinking score, as only gender explains nurses' critical thinking score. The results revealed poor critical thinking scores in the nurses working in medical-surgical wards. Investigating the reasons for the poor scores obtained and using educational strategies such as PBL, conceptual map, participation in interdisciplinary rounds, the development of clinical guidelines and participation in continuing education conferences are recommended for developing critical thinking skills in nurses.
批判性思维影响危急情况下的患者安全。特别是护士，需要培养批判性思维能力。本文旨在比较外科和重症监护病房（ICU）护士的批判性思维水平，并探讨解释其水平的因素。采用横断面研究方法，对 120 名外科和 ICU 护士（每组 60 名）进行研究。使用加利福尼亚批判性思维技能测验收集数据，并使用独立样本 t 检验、方差分析和回归分析在 SPSS-16 中进行分析。ICU 护士的批判性思维平均得分为 8.68±2.84，外科护士的得分为 9.12±2.99。两组在批判性思维得分及其各领域得分方面无显著差异。回归分析结果表明，人口统计学变量仅能解释批判性思维得分变化的 8%，只有性别能解释护士的批判性思维得分。研究结果显示，外科病房护士的批判性思维得分较低。建议调查获得较低分数的原因，并采用 PBL、概念图、参与跨学科查房、制定临床指南和参加继续教育会议等教育策略，以培养护士的批判性思维能力。
