PBL教学法在护理本科生批判性思维能力培养中的应用效果评价  

Evaluation on application effect of PBL teaching method in cultivation of critical thinking ability of nursing undergraduates

作　　者：邓文芳[1] 任伯绪[1] 龚权[1] 胡承明[1] 赵静[1] 齐小伟[1] 彭芳[1] 

机构地区：[1]长江大学医学院

出　　处：《全科护理》2015年第36期3637-3640,共4页Chinese General Practice Nursing

基　　金：中华医学会医学教育分会2012年度医学教育课题;编号:2012-KY-28

摘　　要：[目的]探讨以问题为导向的教学方法(PBL)对护理本科生批判性思维能力的影响。[方法]将113名护理本科生随机分为实验组57名和对照组56名,实验组采取PBL教学法,对照组采取传统教学法。实验前后采用中文版批判性思维能力测量表(Critical Thinking Disposition Inventory-Chinese version,CTDI-CV)对两组学生的批判性思维能力进行评价。[结果]教学后实验组学生批判性思维的开放思想、分析能力、系统化能力、批判性思维的自信心及批判性思维能力总分均高于对照组,差异有统计学意义(P<0.05),且实验组进行自身前后对照总分和各维度均具有统计学差异(P<0.05)。[结论]PBL教学法对护理本科生批判性思维能力培养有积极作用。Objective：To probe into the influence of problem based learning （PBL） problem on the critical thinking ability of nursing undergraduates. Methods：A total of 113 nursing undergraduates were randomly divided in- to experimental group with 57 cases and control group with 56 cases. The students in experimental group adopt- ed PBL teaching method, the patients in control group adopted the traditional teaching method. Thinking Disposition Inventory- Chinese version Critical （CTDI- CV） was used to evaluate the critical thinking ability of both groups of students before and after the experiment. Results： After teaching, the total score of students＇ critical thinking,analysis ability, systematic ability, critical thinking confidence and critical thinking ability in experimental group was higher than that in control group, and the difference was statistically significant （P〈0.05）, and there was statistically significant difference in the total score and the dimensions scores in experimental group before and after teaching（P〈0.05）. Conclusion：PBL teaching method had positive effect on the cultivation of critical thinking ability of nursing students.

关 键 词：以问题为基础的学习 批判性思维能力 护理本科生 

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