循证护理教学法对护理本科生评判性思维能力的影响  

Influence of Evidence-based Nursing Teaching on the Nursing Undergraduates’ Critical Thinking Ability

作　　者：蒋运兰[1] 余阳燊[2] 付昌萍[1] 张先庚[1] 毛红英[1] 

机构地区：[1]成都中医药大学护理学院临床护理教研室,四川成都610072 [2]成都大学医护学院

出　　处：《护理学杂志》2006年第21期1-3,共3页

基　　金：四川省教育厅科研基金项目(川教科SA04-010)

摘　　要：目的探讨循证护理教学法对护理本科生评判性思维能力的影响。方法将120名护理本科生随机分为对照组和实验组各60名。对照组采用传统教学法,实验组采用循证护理教学法,即以学生为中心,用课堂讲授与开放式提问法、病例讨论法、以护理程序为框架的循证教学法及见习反思四步教学法,着重培养学生逻辑推理、假设的认可、演绎、解释、论述的评价5个方面的能力。结果实验组评判性思维能力评分显著高于对照组(均P<0·05)。结论循证护理教学法可以培养学生在临床工作中理解、应用和实践循证护理,且可提高其评判性思维能力。Objective To explore the effect of the evidence-based nur-sing teaching on the critical thinking ability of nursing undergraduates. Methods One hundred and twenty nursing undergraduates were evenly divided into the control group and the experimental group at random. The former was taught with the traditional teaching method, while the latter with the evidence-based nursing method, which centered on the students and adopted the four steps of teaching method, including class lectures, open question and answer, cases＇ discussion, evidence-based teaching framed on nursing process, practice and rethinking. The latter emphasized to improve the 5 abilities of students on logic reason- ing, hypothetic accredit, deduction, explanation and evaluation of discussion. Results The grades of critical thinking ability in the experimental group were significantly higher than those in the control group with the difference being statistically significant （P〈0.05）. Conclusion The evidence-based nursing teaching method can cultivate ability of the nursing undergraduates in understanding, using and practicing evidence-based nursing and critical thinking in clinical practice.

关 键 词：学生 护理 本科 循证护理 评判性思维 

分 类 号：R47[医药卫生—护理学] G424.2[医药卫生—临床医学]