Pepa C A, Brown J M, Alverson E M
Valparaiso University College of Nursing, Indiana 46383, USA.
J Nurs Educ. 1997 Jan;36(1):46-8. doi: 10.3928/0148-4834-19970101-10.
Critical thinking is an outcome expected of all nursing graduates. The purpose of this study was to evaluate the influence of an accelerated nursing curriculum on students' abilities to think critically. The Watson-Glaser Critical Thinking Appraisal (WGCTA) was used to measure the critical thinking ability of the student nurses. The sample consisted of two groups of BSN students: traditional (n = 45) and accelerated (n = 43). Both groups completed the WGCTA at the beginning and end of their nursing course sequence. Findings revealed a significant difference between the test scores of the two group at the beginning of the curriculum (t = -2.42) but no significant difference at the end (t = -1.76). Findings also revealed significant differences in pre- and post-curriculum test scores of traditional students (t = -2.84) but no difference for accelerated students (t = -1.65). Findings have implications for BSN program development.
批判性思维是所有护理专业毕业生应具备的能力。本研究的目的是评估加速护理课程对学生批判性思维能力的影响。采用沃森-格拉泽批判性思维评估（WGCTA）来测量学生护士的批判性思维能力。样本包括两组护理学学士学生：传统组（n = 45）和加速组（n = 43）。两组学生均在护理课程开始和结束时完成了WGCTA测试。结果显示，在课程开始时两组的测试成绩存在显著差异（t = -2.42），但在课程结束时无显著差异（t = -1.76）。结果还显示，传统组学生在课程前后测试成绩存在显著差异（t = -2.84），而加速组学生无差异（t = -1.65）。这些结果对护理学学士课程的发展具有启示意义。
