Retsas A, Wilson J
Aust J Adv Nurs. 1996 Autumn;13(3):25-31.
The critical thinking abilities of groups of registered nurses (n 143) who were entering the post-registration Bachelor of Nursing or one of the four graduate diploma in nursing courses offered by Griffith University were assessed using the Watson-Glaser Critical Thinking Appraisal Test. The mean scores of the Bachelor of Nursing student group, none of whom had attended university, were significantly lower than the mean scores of the graduate diploma students who had no experience of tertiary education. There was not a significant difference in the mean scores of the group who were accepted into the graduate diploma courses on the basis of previous university studies and the group whose acceptance was based on prior learning in non-tertiary courses and/or clinical nursing experience. There were also no significant differences in the mean scores of groups of students entering the four graduate diploma courses. Some implications of these findings for students and for the development and implementation of curricula are discussed.
使用沃森-格拉泽批判性思维评估测试，对143名注册护士群体的批判性思维能力进行了评估，这些护士即将进入格里菲斯大学提供的护理学后注册学士学位课程或四门护理学研究生文凭课程之一。护理学学士学位学生组的平均分数显著低于没有接受过高等教育的研究生文凭学生组的平均分数，该护理学学士学位学生组中没有人上过大学。基于以前的大学学习经历被录取到研究生文凭课程的学生组，与基于非高等课程学习和/或临床护理经验被录取的学生组，其平均分数没有显著差异。进入四门研究生文凭课程的学生组的平均分数也没有显著差异。文中讨论了这些研究结果对学生以及课程开发与实施的一些启示。
