Department of Nursing, Chang Gung University of Science and Technology, 2, West Sec. Jiapu Rd., Pu-tz City 613, Chiayi County, Taiwan; Research Fellow (joint appointment), New Taipei Municipal TuCheng Hospital, Built and Operated by Chang Gung Medical Foundation, 6, Sec., 2, Jincheng Rd., Tucheng Dist., New Taipei City 263, Taiwan.
Department of Nursing, Chang Gung University of Science and Technology, Linkou Campus, 261, Wenhua 1st Rd., Guishan Dist., Taoyuan City 33303, Taiwan; Research Fellow (joint appointment), New Taipei Municipal TuCheng Hospital, Built and Operated by Chang Gung Medical Foundation, 6, Sec., 2, Jincheng Rd., Tucheng Dist., New Taipei City 263, Taiwan.
Nurse Educ Today. 2023 Dec;131:105991. doi: 10.1016/j.nedt.2023.105991. Epub 2023 Oct 16.
BACKGROUND/OBJECTIVE: Deductive logic has often been used to develop critical thinking. However, inductive logical thinking, essential to care decision-making, has yet to be emphasized. This study aimed to explore visual thinking learning among undergraduate nursing students by asking them to draw situated patient pictures in order to integrate theoretical knowledge and promote inductive logical thinking.
A mixed-methods research design was used to obtain quantitative and qualitative data from a convenience sample of 100 students. The study was conducted in a Taiwanese university from September 2022 to January 2023. In the quantitative component, learners' views of situated patient pictures were captured based on 15 paired identifiers and two questions: (a) What word should be used in describing the situated patient's picture? (b) How strongly do you feel about the selection? Written feedback was analyzed using qualitative content analysis.
Quantitative analysis identified specific, unpretentious, humorous, harmonious, conservative, realistic, rational, entire, image performance, professional performance, understandable, expressive, static performance, rigorous, and profuse with a reasonable degree of choice. Qualitative analysis identified four stages in participants' development of inductive reasoning through situated patient pictures and visual thinking learning. These were: exploration, intuition, theme, and logic and creation.
The results suggest that visual thinking learning is a practical pedagogical approach to increasing learners' communication abilities, group cooperation, theoretical knowledge integration, and logical thinking. Neither educators nor learners required any artistic skills. Nonetheless, participants demonstrated creativity and innovation through continuous visual thinking learning.
背景/目的：演绎逻辑经常被用于培养批判性思维。然而，对于护理决策至关重要的归纳逻辑思维尚未得到重视。本研究旨在通过让护理本科生绘制情境患者图画来探索视觉思维学习，从而整合理论知识并促进归纳逻辑思维。
本研究采用混合方法研究设计，从台湾一所大学的便利样本中获取了 100 名学生的定量和定性数据。研究于 2022 年 9 月至 2023 年 1 月进行。在定量部分，学习者对情境患者图片的看法基于 15 对标识符和两个问题进行捕捉：(a) 应该用什么词来描述情境患者的图片？(b) 你对选择的感受有多强烈？书面反馈使用定性内容分析进行分析。
定量分析确定了具体的、不矫揉造作的、幽默的、和谐的、保守的、现实的、理性的、完整的、形象表现、专业表现、可理解的、表达性的、静态表现、严谨的和丰富的选择，具有合理的程度。定性分析确定了参与者通过情境患者图片和视觉思维学习发展归纳推理的四个阶段：探索、直觉、主题和逻辑与创造。
研究结果表明，视觉思维学习是一种实用的教学方法，可以提高学习者的沟通能力、团队合作能力、理论知识整合能力和逻辑思维能力。教育者和学习者都不需要任何艺术技能。然而，参与者通过持续的视觉思维学习展示了创造力和创新。
