Sedlak C A
Kent State University School of Nursing, Ohio, USA.
J Nurs Educ. 1997 Jan;36(1):11-8. doi: 10.3928/0148-4834-19970101-05.
The development of critical thinking is an essential component of baccalaureate nursing education and yet little is known about beginning nursing students' critical thinking abilities in making clinical decisions. The purpose of this study was to describe the critical thinking of seven beginning baccalaureate nursing students during their first clinical nursing course. Qualitative methodology using the case study approach was used to describe students' critical thinking from their perspectives. Sources of data for describing students' critical thinking included reflective journal writing, interviews, and the researcher's nonparticipatory lab observations. Paul's (1993) dimensions of reasoning were used as a framework to describe students' critical thinking. Four major themes revealed through the data analysis were: development of the professional self-perspective, development of a perfectionist perspective, development of a caring perspective, and development of a self-directed learning perspective. The descriptive nature of the study indicated that beginning students do indeed think critically. Opportunities for dialogue in a supportive environment are instrumental in facilitating students' critical thinking and growth as reflective practitioners.
批判性思维的发展是护理学学士学位教育的一个重要组成部分，然而对于本科护理新生在做出临床决策时的批判性思维能力却知之甚少。本研究的目的是描述七名本科护理新生在其第一门临床护理课程中的批判性思维。采用案例研究法的定性研究方法，从学生的角度描述他们的批判性思维。用于描述学生批判性思维的数据来源包括反思性日志写作、访谈以及研究者的非参与性实验室观察。保罗（1993）的推理维度被用作描述学生批判性思维的框架。数据分析揭示的四个主要主题是：专业自我视角的发展、完美主义视角的发展、关怀视角的发展以及自主学习视角的发展。该研究的描述性性质表明本科新生确实会进行批判性思考。在支持性环境中进行对话的机会有助于促进学生的批判性思维以及作为反思性实践者的成长。
