技職體系二年制護理系學生批判思考能力之評估

Assessment of Critical Thinking Ability of Baccalaureate Nursing Students

許淑蓮(Sheila Sheu) ； 林惠賢(Huey-Shyan Lin) ； 李明儀(Ming-Yi Li)

《Journal of Medical Education》 4卷4期 (2000/12) Pp. 466-476

https://doi.org/10.6145/jme.200012_4(4).0006

摘要

培養護生具備批判性思考能力是護理教育的重點，而課程前學生批判性思考能力的評估是教育成功的要件。本研究目的為測知二技護理系學生於入學時之批判思考能力程度及分析影響批判思考能力程度的因素，以作為課程設計與實施的依據。本研究採立意取樣法，以某技術學院護理系一年級新生215位，於開學第一至第二週，以批判思考量表為研究工具，收集資料。研究結果發現二技護理系學生於入學時之整體批判思考能力平均值為40.26，答對率為67.10%，分項能力中以演繹能力為最優，答對率為75.85%，其次依序為論證評鑑能力、解釋能力及指認前提能力，而推論能力最差，答對率只有41.5%。又批判思考能力個別差異很大，影響因素有年齡、工作年資及目前是否工作。本研究結果可作為設計二技護理系課程及協助教師指導不同背景學生發展批判思考能力之參考。

關鍵字

二技護生 ； 批判思考

並列摘要

Helping nursing students develop critical thinking ability has become increasingly important. Assessment of beginning students' critical thinking abilities is necessary for the development and evaluation of good nursing curriculum. The purposes of this study were to examine the critical thinking abilities of baccalaureate nursing students upon entering and to analyze the correlates of these abilities. We used purposive sampling in this study. The participants included 215 first-year nursing students from an institute of technology in Taiwan. During the first 2 weeks of school, data were collected using the Chinese critical thinking questionnaire developed by Cheng et al. The results indicate that the average score of the total critical thinking ability upon entering school was 40.26, which was in the middle range. Critical thinking abilities varied greatly among individuals. The influencing factors were age, years of working experience, and current working status. The findings can be used in designing curriculum for baccalaureate nursing students. Furthermore, the findings can help teachers in devise a system to help students with various backgrounds further develop their critical thinking abilities.

並列關鍵字

critical thinking ； nursing students