Shin Sujin, Lee Inyoung, Kim Jeonghyun, Oh Eunyoung, Hong Eunmin
College of Nursing, Ewha Womans University, 52 Ewhayeodae-gil, Seodaemun-gu, 03760, Seoul, Republic of Korea.
Department of Nursing, Dongnam Health University, 50, Cheoncheon-ro 74beon-gil, Jangan-gu, Suwon-si, Gyeonggi-do, Republic of Korea.
BMC Nurs. 2023 Mar 16;22(1):69. doi: 10.1186/s12912-023-01236-6.
Critical reflection is an effective learning strategy that enhances clinical nurses' reflective practice and professionalism. Therefore, training programs for nurse educators should be implemented so that critical reflection can be applied to nursing education. This study aimed to investigate the effects of a critical reflection competency program for clinical nurse educators on improving critical thinking disposition, nursing reflection competency, and teaching efficacy.
A pilot study was conducted using a pre- and post-test control-group design. Participants were clinical nurse educators recruited using a convenience sampling method. The program was conducted once a week for 90 min, with a total of four sessions. The effectiveness of the developed program was verified by analyzing pre- and post-test results of 26 participants in the intervention group and 27 participants in the control group, respectively. The chi-square test, independent t-test, Mann-Whitney U test, and analysis of covariance with age as a covariate were conducted.
The critical thinking disposition and teaching efficacy of the intervention group improved after the program, and the differences between the control and intervention groups were statistically significant (F = 14.751, p < 0.001; F = 11.047, p < 0.001). There was no significant difference in the change in nursing reflection competency between the two groups (F = 2.674, p = 0.108).
The critical reflection competency program was effective in improving the critical thinking disposition and teaching efficacy of nurse educators. Therefore, it is necessary to implement the developed program for nurse educators to effectively utilize critical reflection in nursing education.
批判性反思是一种有效的学习策略，可增强临床护士的反思性实践和专业素养。因此，应实施针对护士教育工作者的培训项目，以便将批判性反思应用于护理教育。本研究旨在调查临床护士教育工作者批判性反思能力项目对改善批判性思维倾向、护理反思能力和教学效果的影响。
采用前后测对照组设计进行一项试点研究。参与者是通过便利抽样法招募的临床护士教育工作者。该项目每周进行一次，每次90分钟，共进行四次。分别通过分析干预组26名参与者和对照组27名参与者的前后测结果，验证所开发项目的有效性。进行了卡方检验、独立t检验、曼-惠特尼U检验以及以年龄作为协变量的协方差分析。
项目实施后，干预组的批判性思维倾向和教学效果有所改善，对照组与干预组之间的差异具有统计学意义（F = 14.751，p < 0.001；F = 11.047，p < 0.001）。两组在护理反思能力变化方面无显著差异（F = 2.674，p = 0.108）。
批判性反思能力项目在提高护士教育工作者的批判性思维倾向和教学效果方面是有效的。因此，有必要为护士教育工作者实施所开发的项目，以便在护理教育中有效利用批判性反思。
