School of Nursing, Qingdao University, Qingdao, Shandong, China.
Normal College & School of Teacher Education, Qingdao University, Qingdao, Shandong, China.
Nurse Educ Today. 2021 Nov;106:105067. doi: 10.1016/j.nedt.2021.105067. Epub 2021 Jul 24.
Critical thinking and creative self-efficacy are important for nursing students to provide quality patient care in an increasingly complex healthcare environment. Educators play a role in cultivation of corresponding skills in university settings.
To develop an integrated course addressing the core elements of critical and creative thinking in one nursing program and evaluate its impacts on students' creative thinking disposition and creative self-efficacy.
A mixed methods study using a quasi-experimental comparative design and a descriptive qualitative analysis of students' reflective journals.
A university pre-registration nursing program in Mainland China.
A total of 68 second-year nursing students.
The course was developed as a sixteen-week two-hour program. It was comprised of 7 modules covering the concepts, pathways, and skills of critical and creative thinking, related tools and the application in nursing. Quantitative and qualitative data were collected before and after the course to obtain a comprehensive understanding of the course effects. Quantitative outcomes included students' level of creative thinking disposition and creative self-efficacy measured by specific scales; qualitative outcomes were obtained through student journals. Paired sample t-tests were performed to compare the changes between pre- and post-tests. Thematic analysis was applied to analyze the qualitative data from students' reflective journals.
Quantitative data showed that except in the self-confidence and originality dimensions, students' scores of overall creative thinking disposition, creative self-efficacy, and other dimensions were significantly improved after the 16-week course. Qualitative data revealed that students' understanding and practice of creative thinking and creative self-efficacy were deeply shaped by the social, cultural, and educational contexts.
This study demonstrated that an integrated course of critical and creative thinking exerted distinct impacts on increased levels of creative thinking dispositions and creative self-efficacy among second-year nursing students in China. Students favored and benefited from the course in both personal and professional domains.
在日益复杂的医疗环境中，批判性思维和创新自我效能对于护理学生为患者提供高质量护理至关重要。教育工作者在大学环境中发挥着培养相应技能的作用。
在一个护理项目中开发一门综合课程，涵盖批判性和创造性思维的核心要素，并评估其对学生创造性思维倾向和创新自我效能的影响。
采用准实验对比设计的混合方法研究，并对学生反思性期刊进行描述性定性分析。
中国大陆一所大学的预注册护理项目。
共有 68 名二年级护理学生。
该课程为期十六周，每周两小时。它由七个模块组成，涵盖批判性和创造性思维的概念、途径和技能、相关工具以及在护理中的应用。在课程前后收集定量和定性数据，以全面了解课程效果。定量结果包括学生通过特定量表测量的创造性思维倾向和创新自我效能水平；定性结果通过学生期刊获得。采用配对样本 t 检验比较前后测试的变化。对学生反思性期刊中的定性数据进行主题分析。
定量数据显示，除了自信和原创性维度外，学生的整体创造性思维倾向、创新自我效能和其他维度的得分在 16 周课程后均显著提高。定性数据显示，学生对创造性思维和创新自我效能的理解和实践深受社会、文化和教育背景的影响。
本研究表明，批判性和创造性思维的综合课程对中国二年级护理学生的创造性思维倾向和创新自我效能水平产生了明显影响。学生在个人和专业领域都喜欢并受益于该课程。
