Author Affiliation: Assistant Professor, University of Maine School of Nursing, Orono.
Nurse Educ. 2021;46(6):E193-E197. doi: 10.1097/NNE.0000000000001008.
Script concordance (SC) and the think-aloud (TA) approach informed by cognitive apprenticeship theory can promote clinical reasoning.
The purpose of this study was to determine whether SC with the TA approach based on the tenets of cognitive apprenticeship theory facilitated clinical reasoning in senior-level prelicensure nursing students in a baccalaureate program.
This study was executed in a didactic pediatric nursing course using a quantitative, nonexperimental design. Creation of the SC/TA learning activity was grounded in cognitive apprenticeship theory and based on the SC testing/TA testing method.
Repeated-measures analysis of variance revealed a difference (P = .001 and .003) between earlier and later SC scores for the fall 2018 cohort.
The SC/TA teaching/learning activity informed by cognitive apprenticeship theory offers a leveled approach to foster clinical reasoning in prelicensure nursing education.
脚本一致性（SC）和基于认知学徒制理论的出声思维（TA）方法可以促进临床推理。
本研究旨在确定基于认知学徒制理论原则的 SC 与 TA 方法是否有助于学士学位项目中高年级护理专业学生的临床推理。
本研究在一门儿科学护理课程中采用定量、非实验设计进行。SC/TA 学习活动的创建基于认知学徒制理论，并基于 SC 测试/TA 测试方法。
2018 年秋季队列的重复测量方差分析显示 SC 得分早期和晚期之间存在差异（P =.001 和.003）。
基于认知学徒制理论的 SC/TA 教学/学习活动为护理教育中培养临床推理能力提供了一种渐进的方法。
