【作者】 李慧；

【导师】 唐四元；

【作者基本信息】 中南大学 ， 护理学， 2008， 硕士

【摘要】 目的了解目前国内护理学硕士研究生评判性思维的现状,探讨其相关因素,为培养护理学硕士研究生评判性思维能力寻找教育策略;通过对不同年级护理学硕士研究生的评判性思维比较研究,为优化护理研究生课程结构及进一步深化此方面的研究提供参考;比较不同工作经历对非应届本科毕业的护理学硕士研究生评判性思维的影响,为护理院校及其指导老师有的放矢地对护理学硕士研究生进行评判性思维的培养提供依据。方法采用随机抽样的方法,运用中文版评判性思维测量表(CTDI-CV)对国内19所高校在读护理学硕士研究生246名进行横断面调查。所有数据均采用SPSS13.0进行统计学分析,统计学方法包括统计描述、t-检验、方差分析、Spearman相关分析及多因素logistic回归分析。结果(1)246名护理学硕士研究生的评判性思维总分平均为291.01分,除寻找真相和系统化能力得分较低(＜40分),其它5个特质的得分都大于40分;其评判性思维能力因有无阅读习惯、关注外界事件与否、积极参加活动与否、实习经常提问思考与否、专业态度及读研态度的不同而存在差异。(2)不同年级的护理学硕士研究生在评判性思维总分、开放思想、系统化能力、评判思维的自信心和求知欲的得分有统计学差异,二年级的得分低于一年级和三年级。(3)非应届本科毕业的护理学硕士研究生的总工作时间与其评判性思维呈正相关(P＜0.05),尤其是从事教育工作的时间,而与从事临床工作和管理工作的时间关系不大。结论(1)国内护理学硕士研究生的评判性思维总体表现为正性,求知欲和分析能力较强,而寻找真相和系统化能力有待进一步加强。(2)阅读习惯、对外界关注及参与程度、实习经历、专业态度及读研态度是护理学硕士研究生评判性思维的影响因素。(3)二年级护理学硕士研究生的评判性思维能力较一年级和三年级低,应加强护理学研究生教育中评判性思维培养的研究和教育实践。(4)非应届本科毕业的护理学硕士研究生评判性思维能力随着工作时间的增加而增强,尤其是从事教育工作者。更多还原

【Abstract】 Objective: To study the current state of critical thinking and it’s affected factors of nursing graduate students in China, so as to find the education strategies of developing their ability of critical thinking; To provide educators references of optimizing nursing education in master degree and it’s further research, through comparative study of critical thinking of different-grade nursing students; Comparing the influences of work experience of those who had on their critical thinking disposition, to provide colleges or universities and their tutors foundation of critical thinking cultivating on master of nursing.Methods: On a cross-sectional study, 246 masters of nursing in 19 colleges or universities chosen at random were investigated, using Critical thinking disposition Inventory Chinese Version (CTDI-CV). All data were analyzed with SPSS 13.0. The statistical analyses included descriptive statistics, t test, analysis of variance, Spearman correlation analysis and multiple logistic regression analysis.Results: (1) The average CTDI-CV score of 246 masters of nursing is 291.01; among the subscales, scores of five ones were all higher than 40 points, except truth-seeking and systematicity (lower than 40 points). Their critical thinking was different according to reading or not, paying attention to outsides or not, participating activities usually or not, asking and thinking actively or not in clinical practice, and different attitudes toward the major and taking the postgraduate’s course.(2) There is a statistically significant difference in critical thinking disposition score by academic year; among the subscales,open-mindedness, systematicity, self-confidence, and inquisitiveness also show a statistically significant difference by academic year; and the second grade’s scores were lower than the first and the third.(3) Correlative analysis showed that there was a positive correlation between working hours of those who had worked and the total score of CTDI-CV(P<0.05), especially those embarking on nursing education. However, there is no obvious correlation with working hours on clinical or management.Conclusion: (1) Nursing graduate students in China has a generally positive critical thinking tendency, especially in inquisitiveness and analyticity, but truth-seeking and systematicity need to be improved.(2) The factors which influence critical thinking disposition of nursing graduate students are as follows: reading custom, the extent of concentration on and participation in the outside, the clinical practice experience, their attitude to the major and taking the postgraduate’s course.(3) Critical thinking disposition of nursing graduate students in the second grade is lower than the first and the third, so it is necessary to strengthen further research and education practice in post-graduate nursing education.(4) There is a statistically significant improvement in critical thinking disposition score of those who had worked by their working hours increasing, especially those embarking on nursing education.更多还原