护理学报 ›› 2022, Vol. 29 ›› Issue (2): 30-34.doi: 10.16460/j.issn1008-9969.2022.02.030
批判性思维内涵和外延及国外评价对我国护理教育的启示
王云翠, 邹婧杰, 邢彩珍
- 湖北中医药大学 护理学院,湖北 武汉 430065
摘要： 目的 回顾国内外护生批判性思维评价的特点及应用局限,为开发我国护生批判性思维的培养及评价方案提供参考。方法 回顾并分析国内外相关研究,从批判性思维的内涵和外延,我国护生批判性思维教育存在的问题,国外护生批判性思维评价的特点及其对我国护理教育的启示几个方面进行阐述。结果 国外批判性思维评价致力探索适合护生特有的评价工具,注重对反思性素材及时评价和反馈,但评价工具缺乏系统性;国内护生批判性思维评价工具存在一定的信度、效度偏差,培养重点关注做出正确的临床决策,忽视批判性思维对护生自我完善和自我成长的作用。结论 护理教育及实践者应该深入了解批判性思维的内涵和外延,选择合适的理论框架,思考探索适合中国护生的批判性思维评价工具,使得评价方式多样化、专业化、本土化。
中图分类号:
- R47
| [1] Zhan L, Shirleatha L, Belinda F.Critical Thinking I: Seeking Conceptual Clarity[J]. 护理学报, 2014, 21(1):74-78.DOI:10.16460/j.issn10089969.2014.01.025 [2] American Association of Colleges of Nursing (AACN). AACN Essentials[EB/OL].(2021-04-06)[2021-07-05]https://www.aacnnursing.org/Portals/42/AcademicNursing/pdf/Essentials-2021.pdf [3] Health Education England. HEE Strategic Goals And2021/22 Objectives[EB/OL]. (2021-06-08)[2021-07-05]. https://www.hee.nhs.uk/about/work-us/recovery-delivery-hee-business-plan-202122/hee-strategic-goals-202122-objectives. [4] 毛秋婷, 曾铁英, 赵梅珍. 护生批判性思维能力培养面临的问题与对策[J]. 护理学杂志,2012,27(20):92-94.DOI:10.3870/hlxzz.2012.20.092. [5] 刘晓云,弋新. 专业文献阅读训练对护理本科生评判性思维能力的影响[J]. 国际护理学杂志,2020(17):3106-3108. DOI:10.3760/cma.j.cn221370-20190718-00961. [6] 陈玲,高枫,张栋栋.护生评判性思维能力序列化训练模式的构建与实践[J].中国实用护理杂志,2013, 29(18):4-6.DOI:10.3760/cma.j.issn.1672-7088.2013.18.002. [7] 廖婧,沙丽艳,伊静,等.CDIO模式应用于护生内科护理学临床见习教学的效果[J].中国护理管理,2016,16(1):72-76.DOI:10.3969/j.issn.1672-1756.2016.01.020. [8] 黎湘艳,赵体玉,江莉, 等.叙事教育在手术室护理本科实习生临床教学中的应用[J].护理学杂志,2017,32(2):63-66.DOI:10.3870/j.issn.1001-4152.2017.02.063. [9] 吕扬,高凤莉.系统化评估与风险预判培训对提高护士评判性思维能力的效果评价[J].中华护理杂志,2016,51(2):186-189.DOI:10.3761/j.issn.02541769.2016.02.010. [10] 程蕾,涂英. 基于反思日记的本科护生基础护理学临床导师制见习成效初探[J]. 护理研究,2016,30(16):2024-2026.DOI:10.3969/j.issn.1009-6493.2016.16.034. [11] 程蕊,张美霞,胡雪慧,等. 392篇护理礼仪培训反思日记分析及启示[J]. 护理研究,2013,27(22):2409-2410.DOI:10.3969/j.issn.1009-6493.2013.22.051. [12] Butterworth J, Thwaites G.Thinking Skills: Critical Thinking And Problem Solving[M]. Cambridge: Cambridge University Press. 2013. [13] Koek M, Janssen T, Hakemulder F, et al.Literary Reading and Critical Thinking: Measuring Students’ Critical Literary Understanding in Secondary Education[J]. Sci Study Liter, 2016, 6(2): 243-277. DOI:10.1075/ssol.6.2.04koe. [14] 陈蕾. 批判性思维概念的审视与再界定—社会文化视阈下的概念研究[J].教学研究, 2019,42(2):9-13.DOI:10.3969/j.issn.1005-4634.2019.02.003. [15] Mitchell KM.Constructing Writing Practices in Nursing[J]. J Nurs Educ, 2018,57(7):399-407.DOI:10.3928/01484834-20180618-04. [16] Chaudoir S, Lasiuk G, Trepanier K.Writing Assignments: A Relatively Emotional Experience of Learning to Write in One Baccalaureate Nursing Program[J]. Qual Adv Nurs Educ,2016,2(2):1-21.DOI:10.17483/2368-6669.1061. [17] Naber J, Wyatt T H.The Effect of Reflective Writing Interventions on the Critical Thinking Skills and Dispositions of Baccalaureate Nursing Students[J].Nurs Educ Today, 2014, 34(1):67-72.DOI:10.1016/j.nedt.2013.04.002. [18] Güven SD, Calpbinici P, Kuzgun H, et al.Does Writing Patient Care Daily Effects on Critical Thinking? A Pilot Study with 1st Year Nursing Students[J]. Think Skills Creat, 2020, 35: 100638.DOI:10.1016/j.tsc.2020.100638. [19] McDonald MS, Neumeier M, Olver ME. From Linear Care Plan through Concept Map to Concepto-plan: The Creation of an Innovative and Holistic Care Plan[J]. Nurse Educ Pract, 2018, 31:171-176.DOI:10.1016/j.nepr.2018.05.005. [20] Hakes B.When Critical Thinking Met English Literature: A Resource Book for Teachers and Their Students[M]. Oxford: How to Books Ltd. 2008. [21] Wiles B,Enslein T.From Sully to Nightingale:Critical Thinking Through Esthetic Learning[J]. J Nurs Educ, 2021, 60(5):281-285.DOI:10.3928/01484834-20210420-08. [22] Chen MRA, Hwang GJ.Effects of a Concept Mapping‐Based Flipped Learning Approach on Efl Students’ English Speaking Performance, Critical Thinking Awareness and Speaking Anxiety[J]. Brit J Educ Techn, 2020, 51(3): 817-834.DOI:10.1111/bjet.12887. [23] Yang YTC, Chuang YC, Li LY, et al.A Blended Learning Environment for Individualized English Listening and Speaking Integrating Critical Thinking[J]. Comput Educ, 2013, 63:285-305.DOI:10.1016/j.compedu.2012.12.012. [24] Royce CS, Hayes MM, Schwartzstein RM.Teaching Critical Thinking: A Case for Instruction in Cognitive Biases to Reduce Diagnostic Errors and Improve Patient Safety[J]. Acad Med,2019,94(2):187-194.DOI:10.1097/ACM.0000000000002518. [25] Al-Jubouri MB.Debate as a Teaching Strategy in Nursing[J]. J Contin Educ Nurs,2021,52(6):263-265.DOI:10.3928/00220124-20210514-04. [26] Ghanizadeh A.The Interplay Between Reflective Thinking, Critical Thinking, Self-monitoring, and Academic Achievement in Higher Education[J]. High Educ, 2017, 74(1): 101-114.DOI: 10.1007/s10734-016-0031-y. [27] Paul RW, Elder L, Bartell T.California Teacher Preparation Guide For Instruction In Critical Thinking: Research Findings and Policy Recommendations[M].Sacramento, CA: California Commission on Teachers Credentialing,1997. [28] Facione NC, Facione PA.Critical Thinking and Clinical Reasoning in the Health Sciences: An International Multidisciplinary Teaching Anthology[M]. Millbrae, CA: The California Academic Press, 2008. [29] McPeck JE. Critical Thinking and Subject Specificity: A Reply to Ennis[J]. Educ Res, 1990, 19(4):10-12.DOI:10.3102/0013189X019004010. [30] Alexander L, James HT, Glaser R.The Nation’s Report Card: Improving the Assessment of Student Achievement[M]. Cambridge,MA: National Academy of Education, 1987. [31] Romeo EM.Quantitative Research on Critical Thinking and Predicting Nursing Students’ Nclex-Rn Performance[J]. J Nurs Educ, 2010, 49(7):378-386.DOI:10.3928/01484834-20100331-05. [32] Bondy KN, Koenigseder LA, Ishee JH, et al.Psychometric Properties of the California Critical Thinking Tests[J]. J Nurs Meas, 2001, 9(3):309-328.DOI:10.1891/1061-3749.9.3.309. [33] Stein BS, Haynes AF,Unterstein J.Assessing Critical Thinking Skills[C].Nashville:SACS/COC Annual Meeting,2003. [34] Morrison S, Free KW.Writing Multiple-Choice Test Items that Promote and Measure Critical Thinking[J]. J Nurs Educ,2001,40(1):17-24.DOI:10.3928/0148-4834-20010101-06. [35] Jacob ER, Duffield C, Jacob AM.Validation of Data Using Rasch Analysis in a Tool Measuring Changes in Critical Thinking in Nursing Students[J]. Nurs Educ Today, 2019, 76: 196-199.DOI:10.1016/j.nedt.2019.02.012. [36] Shin H, Park CG, Kim H.Validation of Yoon’s Critical Thinking Disposition Instrument[J]. Asian Nurs Res, 2015, 9(4):342-348.DOI:10.1016/j.anr.2015.10.004. [37] Bensley DA, Rainey C, Murtagh MP, et al.Closing the Assessment Loop on Critical Thinking: The Challenges of Multidimensional Testing and Low Test-taking Motivation[J]. Think Skill Creat, 2016, 21:158-168.DOI:10.1016/j.tsc.2016.06.006. [38] Paynter-Armour P.Bridging the Theory to Practice Gap: Improving Critical Thinking Skills in BScN Nursing Students[D]. Liverpool: University of Liverpool, 2021. [39] Plack MM, Driscoll M, Marquez M, et al.Assessing Reflective Writing On a Pediatric Clerkship By Using a Modified Bloom’s Taxonomy[J]. Ambul Pediatr, 2007, 7(4): 285-291.DOI:10.1016/j.ambp.2007.04.006. [40] Kember D, Leung DYP, Jones A, et al.Development of a Questionnaire to Measure the Level of Reflective Thinking[J]. Assess Eval High Edu, 2000, 25(4):381-395.DOI:10.1080/713611442. [41] Schön DA.The Reflective Practitioner: How Professionals Think In Action[M]. London:Routledge, 2017. [42] Moon JA.A Handbook of Reflective and Experiential Learning: Theory And Practice[M]. London: Routledge, 2013. [43] Diamond-Fox S,Bone H.Advanced Practice:Critical Thinking and Clinical Reasoning[J]. Brit J Nurs, 2021, 30(9): 526-532.DOI:10.12968/bjon.2021.30.9.526. |
| [1] | 蔡莹莹, 凌晨, 刘绵珠, 周杰, 张俊峰, 陈连华, 田潇飞, 罗斌, 陈梦云. 成人癌痛评估与管理指南的方法学质量评价[J]. 护理学报, 2025, 32(4): 34-40. |
| [2] | 伍丽华, 吴心雨, 赖湘瑜, 邓宝贵, 黄泽青, 赵耀, 廖源, 沈彩萍, 李瑜. 人工关节置换术后患者深静脉血栓风险预测模型的系统评价[J]. 护理学报, 2025, 32(3): 12-16. |
| [3] | 刘硕怡, 熊莉娟, 李凌, 王玉梅, 何嘉, 李鑫, 袁淑蕾, 郭雪琴, 王暘婧, 张慧娟. 老年住院患者衰弱预防及管理临床实践指南的质量评价及内容分析[J]. 护理学报, 2025, 32(2): 50-55. |
| [4] | 李嘉琪, 莫文娟, 王一棋, 王洁, 李梦楠, 刘兴, 冯佳. 基于COSMIN方法对慢性疼痛患者恐动症坦帕评分表的系统评价[J]. 护理学报, 2025, 32(2): 56-62. |
| [5] | 牛青梅, 喻英, 张倩, 贾雅甜, 田宇. 基于“三维质量结构”模型构建下肢动脉硬化闭塞症患者随访管理评价指标体系[J]. 护理学报, 2025, 32(2): 70-73. |
| [6] | 全伊萍, 陈霞, 胡琼丹. 脑心健康管理师核心胜任力评价指标体系的构建[J]. 护理学报, 2024, 31(9): 5-9. |
| [7] | 余璐, 黄晓沁, 刘琳, 袁嘉敏, 邬青. 心力衰竭患者30天非计划性再入院风险预测模型的系统评价[J]. 护理学报, 2024, 31(8): 43-48. |
| [8] | 徐晓东, 刘顺梅, 赵瑄, 丁秀娜. 显微根尖外科手术护士核心能力评价指标的构建[J]. 护理学报, 2024, 31(8): 69-73. |
| [9] | 倪乐凤, 刘林, 沈春华, 乔瑶, 周亮, 朱强, 龚卫娟. 输血护理时限管理相关指南的质量评价及内容分析[J]. 护理学报, 2024, 31(7): 51-56. |
| [10] | 李婷婷, 刘丽萍. 护理硕士研究生教育质量评价研究进展[J]. 护理学报, 2024, 31(6): 47-50. |
| [11] | 周越, 张杰, 潘宇帆, 戴雨, 孙羽健, 肖益, 余雨枫. 机械通气患者衰弱风险预测模型的系统评价[J]. 护理学报, 2024, 31(6): 56-61. |
| [12] | 吴林梅, 梁志金, 刘瑞杰, 钟静静, 邱予骅. COPD患者运动康复促进和阻碍因素的系统评价-基于CFIR多层次理论[J]. 护理学报, 2024, 31(5): 44-49. |
| [13] | 文昶, 徐志辉, 郭倩, 杨栋, 王莉. Jeffries模拟教学模式在口腔护理教学中的实践[J]. 护理学报, 2024, 31(4): 17-20. |
| [14] | 王丽云, 张明慧, 张新月, 沙凯辉. 产后压力性尿失禁风险预测模型的系统评价[J]. 护理学报, 2024, 31(3): 57-62. |
| [15] | 杨丽娜, 黄蓉, 姚梅琦, 王竹青, 徐怡婷, 谢佩敏. 产后母乳喂养行为中断风险预测模型的系统评价[J]. 护理学报, 2024, 31(23): 59-65. |
|
||