Department of Nursing, Chang Gung University of Science and Technology, No.261, Wenhua 1st Rd., Guishan Dist., Taoyuan City 33303, Taiwan (R.O.C.) Chang Gung Memorial Hospital, No. 5, Fuxing St., Gueishan Dist., Taoyuan City 333, Taiwan (R.O.C.).
Nurse Educ Today. 2022 Jan;108:105216. doi: 10.1016/j.nedt.2021.105216. Epub 2021 Nov 11.
Interdisciplinary teaching provides students with multiple perspectives through instruction from faculty and students in other academic areas. Providing interdisciplinary teaching to students in nursing and interdisciplinary programs could help foster collaborations between students in nursing and students in fields such as design or engineering, which could expand students' understanding of the skills required to develop a working prototype.
To evaluate whether there is an effect of interdisciplinary teaching on nursing students' creative thinking abilities.
A quasi-experimental study of two experimental and one control group with a pre-test/post-test design.
The study was conducted between September 2018 and January 2020 in classrooms of a university of science and technology in Taiwan.
Nursing students (N = 191) enrolled in capstone courses participated in this study. Two groups of students were assigned to the intervention: Group 1, comprised of typical students (n = 80) or Group 2, comprised of students with teaching assistantships (n = 30). The control group (n = 81) was typical students. The intervention groups received instruction from interdisciplinary faculty in nursing and design and creativity training. The control group was taught by nursing faculty only, without creativity training.
The Taiwanese version of the Torrance Tests of Creative Thinking-Figural (TTCT-F) instrument assessed students' creative thinking abilities at the beginning (pre-test) and end of the 18-week course (post-test). Differences in pre-test/post-test scores between groups were examined with analysis of covariance.
Comparisons between mean total and subscale scores for TTCT-F for the two intervention groups and controls demonstrated only Group 2 students (teaching assistants) had significantly higher scores than the control group. Teaching assistants also had significantly higher scores than Group 1.
Findings suggest interdisciplinary teaching benefited creative thinking abilities of nursing students holding teaching assistantships. Therefore, it may be more important to first emphasize improvements in academic performance for typical nursing students in Taiwan and then incorporate interdisciplinary teaching into nursing programs to improve creative thinking.
跨学科教学通过来自其他学术领域的教师和学生的教学为学生提供了多种视角。为护理专业和跨学科项目的学生提供跨学科教学可以帮助促进护理学生与设计或工程等领域的学生之间的合作，从而扩大学生对开发工作原型所需技能的理解。
评估跨学科教学对护理学生创新思维能力的影响。
一项准实验研究，包括两个实验组和一个对照组，采用前测后测设计。
该研究于 2018 年 9 月至 2020 年 1 月在台湾一所科技大学的教室中进行。
参加专题课程的护理专业学生（N=191）参加了这项研究。两组学生被分配到干预组：第 1 组由典型学生组成（n=80），第 2 组由助教学生组成（n=30）。对照组（n=81）由典型学生组成。干预组接受跨学科护理和设计与创造力培训的教师授课。对照组仅由护理教师授课，没有创造力培训。
使用台湾版托伦斯思维测验-图形（TTCT-F）工具评估学生在 18 周课程开始（前测）和结束时（后测）的创新思维能力。采用协方差分析比较组间前测/后测得分的差异。
对两组干预组和对照组的 TTCT-F 总分和子量表得分进行比较，结果表明只有助教组学生的得分显著高于对照组。助教的得分也显著高于第 1 组。
研究结果表明，跨学科教学有利于具有助教身份的护理学生创新思维能力的提高。因此，首先强调提高台湾典型护理学生的学业成绩，然后将跨学科教学纳入护理课程，以提高创新思维能力可能更为重要。
