Briody M E
Nurs Diagn. 1996 Oct-Dec;7(4):141-6. doi: 10.1111/j.1744-618x.1996.tb00311.x.
Curriculum revision was undertaken to address student anxiety and diagnostic reasoning ability. A quasi-experimental study was conducted with the revised curriculum as the intervention. Subjects were convenience samples of senior baccalaureate students (N = 38) the year before and after the intervention. Spielberger's State/Trait Anxiety Inventory revealed significantly less state anxiety in the intervention group, with no difference in trait anxiety. Gordon's Diagnostic Reasoning Test indicated no significant difference in knowledge of nursing diagnosis language or concepts, but a difference in the inferential ability of the intervention group on one vignette. After the curriculum change, students were less anxious and somewhat improved in their ability to infer nursing diagnoses.
课程修订旨在解决学生的焦虑问题和诊断推理能力。以修订后的课程为干预措施进行了一项准实验研究。研究对象为干预前后一年的本科高年级学生的便利样本（N = 38）。斯皮尔伯格状态/特质焦虑量表显示，干预组的状态焦虑显著降低，特质焦虑无差异。戈登诊断推理测试表明，在护理诊断语言或概念的知识方面没有显著差异，但干预组在一个案例 vignette 上的推理能力存在差异。课程改变后，学生的焦虑减少，在推断护理诊断的能力方面有所提高。
