教学反思日记对临床护理教师评判性思维能力的影响  

The impact of clinical teaching reflection diary on clinical nursing teachers' critical thinking

作　　者：史淑杰[1] 王秋爽[1] 程春梅[1] 赵庆杰[1] 

机构地区：[1]哈尔滨医科大学附属第二医院神经内科二病房,哈尔滨市150086

出　　处：《中华护理教育》2015年第1期54-56,共3页Chinese Journal of Nursing Education

基　　金：黑龙江省教育厅资助课题(12511213)

摘　　要：目的探讨临床教学反思日记对临床护理教师评判性思维能力的影响。方法将78名临床带教教师,按照所在病区分为两组,试验组在带教期间书写临床教学反思日记并定期召开小组讨论会。干预前后采用评判性思维能力量表对两组教师进行问卷调查。结果试验组评判性思维的开放思想、分析能力、系统化能力、求知欲、认知成熟度维度得分及总分高于对照组(P<0.05)。结论临床教学反思日记有助于提高临床护理教师的评判性思维能力。Objective To investigate the impact of clinical teaching reflection diary on clinical nursing teachers＇ critical thinking. Methods Seventy-eight clinical nursing teachers were divided into two groups. Teachers in the experimental group were asked to write clinical teaching reflection diary and participate in panel discussion. They were investigated using Critical Thinking Disposition Inventory-Chinese Version （CTDI-CV） before and after the intervention. Results The total score and dimension scores in open-mindedness,analyticity,systematicity,inquisi- tiveness,maturity were higher in the experimental group than those of the control group（P〈0.05）. Conclusion Clinical teaching reflection diary can improve clinical teachers＇ critical thinking ability.

关 键 词：临床教学 反思日记 评判性思维 

分 类 号：G642[文化科学—高等教育学] R47-4[文化科学—教育学]