【作者】 郭瑞红；

【导师】 赵海平；

【作者基本信息】 中国医科大学 ， 护理学， 2007， 硕士

【摘要】 前言评判性思维者具有的特征为：喜欢质疑、博学多识、相信推理、思想开放、具有灵活性、能正视自己的个人偏见、公平地进行评价、谨慎地做出判断，能够不断反思、对复杂事物保持清晰条理性，努力寻求相关资料，合理地选择标准，注重调查，在事物和环境允许的情况下寻求尽可能精确的结果。培养护理专业学生的评判性思维能力能有效地提高学生实际工作能力，提高学生发现问题和解决问题能力，为以后在护理工作中提供高质量的护理打下基础。美国护理联盟(NLN)认为护理专业学生应达到的目标是：学会分析、推理、评价、发展自己的观点，以便成为积极、主动、自信的学习者，进行毕生学习。为评估中国医科大学护理学院护理本科生评判性思维态度倾向性现状，探索影响护理学生评判性思维态度倾向的因素，为今后在护理教育中如何提高护理学生评判性思维能力提供依据，于2006年5月-6月对我校2001-2005级共236名护理学生进行了CTDI-CV及其影响因素的问卷调查。现将结果报告如下。目的1、检验中文版评判性思维态度倾向性调查表(CTDI-CV)的信度。2、评估中国医科大学护理学院护理本科生评判性思维态度倾向性现状。3、比较各年级护理本科生的评判性思维态度倾向性的差异。4、探索影响护理学生评判性思维态度倾向性的因素。5、为今后培养本科护生评判性思维能力的护理教学改革提供依据。方法对2001-2005级全日制护理本科共236人运用中文版评判性思维态度倾向性测量表(CTDI-CV)及自行设计的评判性思维态度倾向性影响因素调查表进行问卷调查，应用SPSS11.5统计软件分析所得数据，计算CTDI-CV的内在一致性信度(Cronbach’sα)；计算护理学生的评判性思维态度倾向性得分情况；对各年级学生得分用方差分析方法进行比较；应用多元回归的方法分析评判性思维态度倾向性的影响因素。结果1、量表的总体信度系数Cronbach’sα为0.88，各维度信度介于0.48-0.76之间。2、护理本科生评判性思维态度倾向性总分为300.93±26.00，为正性；各维度得分最高的是求知欲为47.11±5.49分，得分最低的是寻求真相为39.11±5.81分；除寻求真相得分稍低于40分外，其他维度均大于40分为正性。3、各年级护理学生评判性思维态度倾向性总分介于292.37-307.63之间，各年级得分有显著性差异，其中五年级学生得分最高，一、二、五年级学生得分显著高于三年级、四年级学生得分，其他各年级学生得分之间无显著性差异。在各维度中除评判性思维的自信心外其他维度均有显著性差异。4、临床实习对学生的评判性思维态度倾向有促进作用。5、影响护理学生的评判性思维态度倾向性的因素有家庭氛围、阅读习惯。结论通过对236名护理本科生进行CTDI-CV的现状及其影响因素的调查得知，我校护理专业学生CTDI-CV得分为正性；临床实习、阅读习惯、民主的家庭氛围以及经常与父母沟通交流可以促进学生评判性思维态度倾向的发展；为进一步促进学生评判性思维的发展，教学中应从教学环境、教学方法以及教学评价体系方面进行改革。更多还原

【Abstract】 A Critical thinker is habitually inquisitive, well informed, trustful of reason,open-minded, flexible, fair minded in evaluation, honest in facing personal biases,prudent in making judgments, willing to reconsider, clear about issues, orderly incomplex matters, diligent in seeking relevant information, reasonable in the selection ofcriteria, focused in inquiry, and persistent in seeking results which are as precise as thesubject and the circumstances of inquiry permit(American Philosophical Association).To be a critical thinker, individuals should analyze things dynamic andcomprehensively, besides, individuals should reflect on his/her own or other’s thinkingprocess in order to understand things correctly or make rational decision. Cultivatingnursing students’ critical thinking ability is essential for their clinical ability. Tocultivate the students’ critical thinking can improve their ability of identifying andresolving problem in future professional career. American League of Nursing (NLN)stated that the aim of the nursing education should to make the students learn to analyze,reason, evaluate, develop own opinions, to make the students to be positive, active andself-confidential life long learner. Through the questionnaire survey in thebaccalaureate nursing students of China Medical University, to assess their criticalthinking disposition condition and explore the affected factors in individual, family andschool aspects. The results can provide the base in the aspect of improving the criticalthinking ability of nursing students.Objective The aims of the study were:1、To test the reliability of CTDI-CV (Critical Thinking Disposition inventoryChinese Version).2、To assess the condition of critical thinking disposition of nursing undergraduatesin China Medical University.3、To compare the critical thinking disposition condition of baccalaureate nursingstudents among different grades.4、To explore the factors which influence the critical thinking disposition ofbaccalaureate nursing students.5、To provide the basis for the future nursing education innovation in order tocultivate nursing students’ ability of critical thinking.Methods236 baccalaureate nursing students from grade one to five were sampled to answerthe questionnaire of CTDI-CV and The Inventory of Affected Factors of CriticalThinking Disposition designed by researcher. The data was coded and analyzed usingSPSS11.5 software, The main statistic analysis methods involved reliability analysis(Cronbach’ a coefficient), descriptive analysis, chi-square test, multiple regressionanalysis.Results1、Cronbach’ a coefficient of the whole scale is 0.88, the subscales ranged from0.48 to 0.76.2、The total score of critical thinking disposition was 300.93±26.00, whichshowed the positive disposition. The scores of subscales ranged from 39.11±5.81 to47.11±5.49.3、The students in grade 5 got the highest score. The scores of grade 1, 2, 5 wereobviously higher than those of grade 3 and 4, there is no difference among other grades.The scores of five grades were different in all subscales expect self-confidence. 4、The clinical practice has the impact of improving the students’ critical thinkingdisposition.5、The Stepwise regression analysis showed that family factors, reading habitentered the regression equation.ConclusionsThrough the investigation, the conclusions are the baccalaureate nursing students’critical thinking disposition is positive; clinical practice, family factors, reading habithad the impact in critical thinking disposition. In order to improve the development ofstudents’ critical thinking, the reforms should be carried out from educationenvironment, education method and the system of education evaluation.更多还原