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Objective:To explore the effects of concept map combined with team-based learning (TBL) teaching method on the examination results, critical thinking ability and teaching satisfaction of nursing interns.Methods:A total of 67 nursing interns in Guangyuan Central Hospital from March to October 2019 were selected and randomly divided into study group and control group. TBL teaching method was used in the control group, and concept map combined with TBL teaching method was used in the study group. The assessment results, critical thinking ability and teaching satisfaction of the two groups were compared. SPSS 22.0 was used for chi-square test and t test. Results:The theoretical knowledge and final examination scores of the study group were higher than those of the control group ( P<0.05); after teaching, the scores of curiosity, truth seeking, systematic ability and self-confidence and total scores of the study group were higher than those before teaching and those of the control group ( P<0.05); the satisfaction scores on having great value to clinical practice, improving learning initiative, helping to understand teaching content, cultivating cooperative learning ability and stimulating learning competitiveness in the study group were higher than those in the control group ( P<0.05). Conclusion:Concept map combined with TBL teaching method is beneficial for nursing interns to master learning knowledge, improve critical thinking ability and increase teaching satisfaction.
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Objective:To study the effect of magnetic nursing concept on improving nurses' nursing ability of extracorporeal membrane oxygenation (ECMO).Methods:In the study, 33 nurses of emergency intensive care unit of The First Affiliated Hospital of Nanjing Medical University from January 2019 to December 2020 were selected as the research objects. From January 2019 to December 2019, the Department carried out routine nursing management, and from January 2020 to December 2020, the Department implemented the management mode of magnetic nursing concept. The mastery of nursing knowledge of ECMO was analyzed by using scale, and the critical thinking ability and self-study ability of the nurses were compared before and after intervention. SPSS 22.0 was used to perform t test on the data. Results:After the intervention, nurses' mastery of respiratory system nursing, circulatory system nursing, fluid balance nursing, skin nursing, digestive system nursing, bleeding, anticoagulant problem nursing, hospital infection prevention and control, and pipeline nursing related knowledge of ECMO patients was significantly better than that before the intervention ( P<0.05). After the intervention, nurses' truth-seeking, open thinking, systematic ability, analytic ability, thinking self-confidence, thirst for knowledge, cognitive maturity and total scale scores were significantly higher than those before the intervention ( P<0.05). After the intervention, nurses' self motivation belief, task analysis, self-monitoring and regulation, self-evaluation and total score were significantly higher than those before the intervention ( P<0.05). Conclusion:The nursing management mode of magnetic nursing concept is of value in improving nurses' autonomous learning ability and critical thinking ability.
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Objective:To analyze the application effect of day checklist model combined with fault finding and error correction method in the teaching of new nurses in neurology department.Methods:A total of 42 new neurology nurses accepted in the department of neurology from January 2019 to June 2020 were selected in the study and they were divided into control group and study group. The conventional group was given the conventional teaching method, while the study group was given the day checklist model combined with fault finding and error correction method, both of which were taught for 3 months. Assessment performance of theoretical knowledge and operational skills before and after teaching, critical thinking ability before and after teaching and satisfaction with the teaching after teaching in neurology nursing were compared between the two groups. SPSS 25.0 was used for t test and rank sum test. Results:After teaching, assessment performance of theoretical knowledge and operational skills, the 7 dimensions of critical thinking ability scores and the total scores were higher than those before teaching, and the study group did better than the control group ( P < 0.05). There were significant differences between the 2 groups of new nurses in the distribution of satisfaction with teaching ( P < 0.05), and the total satisfaction rate of the study group (100.00%) was higher than that of the control group (80.96%) ( P < 0.05). Conclusion:Using the method of day checklist model combined with fault finding and error correction method in the teaching of new nurses in the neurology department can improve their assessment results, enhance their critical thinking ability and improve the teaching satisfaction.
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Objective To investigate the current status of critical thinking ability and commu-nication ability of nursing students, therefore providing reference for teaching reform. Methods The Critical Thinking Scale translated and revised by Pro. Peng MeiZi of Hong Kong Polytechnic University, and Supportive Communication Scale (SCS) edited by Whetten and his colleague were used to investi-gate nursing students' levels of critical thinking and communication ability among 176 selected nursing students in our college, with method of Random Cluster Sampling. Descriptive analysis, single sample t-test, and two independent sample t-test were applied to the collected data with SPSS l7.0. Results①The average score of critical thinking for the investigated college nursing students was (264.54± 29.94). 72.73% of them got 210~280 points, in which three items: cognitive maturity (t=4.695, P=0.000), open mind (t=4.016, P=0.000), and intellectual curiosity (t=2.973, P=0.003) were greater than 40 points. And the differences were statistically significant; compared to different individual character-istics, being a student cadre (t=3.494, P=0.001) or not is of statistical significance. ②The total average score of communication ability (t=3.219, P=0.002) for college nursing students,as well as the score of providing effective negative feedback (t=6.790, P=0.000) and supportive communication (t=4.267, P=0.000) were significantly higher than median 3.00. And the differences were statistically significant. Conclusion In order to improve the critical thinking ability and interpersonal communication ability of nursing students, and educate the nursing students to adapt to society and complicated clinical nursing environment, it is necessary to reform the curriculum setting, curriculum design and teaching method.
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Objective To explore the effect of seminar applied in instruction of Introduction of Nursing Science for advanced vocational nursing students.Methods A total of 246 advanced vocational nursing students admitted in 2013 from class 1 to class 5 were named as the control group,who received traditional teaching method.Meanwhile a total of 252 advanced vocational nursing students admitted in 2013 from class 6 to 10 were set as the experimental group,and were given seminar teaching.We adopted California Critical Thinking Dispositions Inventory Scale,Academic Self-efficacy Scale and an anonymous questionnaire for teaching satisfaction.Theoretical examination was used to be final evaluation.Results The scores of theoretical examination in the experimental group were higher than that of the control group.The scores of critical thinking ability and academic self-efficacy of the experimental group were higher than those of the control group,with a significant difference.The result of the anonymous questionnaire showed that the experimental group showed a higher satisfaction degree with seminar teaching method.Conclusions Seminar teaching method applied in Introduction of Nursing Science is feasible and effective,which is better than traditional method in improving critical thinking ability,academic self-efficacy and teaching satisfaction.
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Objective To explore the relationship between critical thinking disposition and mental self-supporting and provide reference for educators in an attempt to improve undergraduate nursing students' positive psychological qualities and critical thinking disposition.Methods A total of 406 nursing undergraduates were investigated by using the California Critical Thinking Disposition Inventory-Chinese Version (CCTDI-CV) and Mental Self-supporting Questionnaire of University students.Results Undergraduate nursing students scored (280.91± 28.43) points averagely in critical thinking disposition,and the dimensions of analyticity (42.17±5.31) and truth seeking(37.56±6.42) got the highest and lowest score respectively.The total score of mental self-supporting was 76.40±8.47 points; among the seven subscales,opening and containing(11.90± 1.72) scored the highest and self-conviction(8.87±2.28) scored the lowest.A positive association was found between critical thinking disposition and mental self-supporting(r=0.583,P＜0.01).The regression analysis showed that students' self-decision,self-cognition,self-confidence and self-charge played a significant role in students' critical thinking disposition (R2=0.435,P＜0.01).Conclusion Undergraduate nursing students' disposition of critical thinking and mental self-supporting were on medium level.The subscales of self-decision,self-cognition,self-confidence and self-charge have huge influence on critical thinking disposition.Nursing educators should make an effort in the above 4 aspects so as to improve undergraduate nursing students' critical thinking disposition.
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Objective To explore the effect of research practical teaching mode on the critical thinking ability and innovation ability of nursing in the course of community nursing teaching.Methods The research practical teaching was provided for 90 nursing students.They were investigated with the WatsonGlaser Critical Thinking Appraisal (WGCTA) and the test of self innovation level scale before and after teaching.Results After the teaching,the total score of critical thinking and the score of innovation ability among nursing students were significantly improved.the recognition hypothesis,deduction, explanation,evaluation discussed dimensions were statistically significant,but before and after teaching reasoningdimensions showed no significant difference.Conclusions Research practical teaching mode can improve critical thinking ability and innovation ability of nursing students in the course of community nursing teaching.
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Objective To compare the results of emergency clinical training for medical students and to put forward some suggestions.Methods Toatlly 207 medical students of Grade 4 studied in the first people' s hospital of Shanghai Jiaotong university from 2009 to 2011 were divided into the traditional group (n =90 ) and the experimental group (n =117 ).The students in the experimental group participated in emergency clinical training in summer vacation while those in the traditional group did not.Questionnaires about their self-learning ability,clinical communicating ability and critical thinking ability after training the were conducted and the data were analyzed by descriptive statistical analysis.Results One hundred and five effective questionnaires were recovered from the experimental group,with the recovery rate 89.7％ and 62 effective questionnaires were recovered from the traditional group,with the recovery rate 68.9％.The scores about clinical communicating ability and critical thinking ability of the experimental group were significantly highcr than those of the traditional group [ (79.45 ± 9.354)vs.(75.87 ± 9.926),(263.38 ± 30.925 ) vs.(251.36 ± 23.679),P ＜ 0.05 ].However,there was no significant difference in scores about self-learning ability between the two groups [ ( 153.97 ± 23.725 ) vs.( 149.83 ± 13.891 ),P ＞ 0.05].Conclusion Emergency clinical training is helpful to improve medical students' clinical communicating ability and critical thinking ability.It is worth popularizing.
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Objective To learn surgical nurses about their critical thinking ability and learning ability in order for nursing administrators to provide theoretical basis for improvement of critical thinking and self-learning ability of surgical nurses. Methods We investigated 200 nurses of three hospitals in surgery by California Critical Thinking Disposition Inventory(CCTDI) and Scale of Self-directed Learning Competence. Results Surgical nurse' critical thinking score was (282.41±19.87), and has a positive critical thinking; self-learning ability score was (131.65±10.29), the overall scores was at higher levels. Conclusions Care managers should pay attention to the surgical nurse' critical thinking skills and independent learning abilities and improve their quality of nursing staff.
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Objective To study the critical thinking disposition status of senior vocational nursing students in Henan province. Methods CDTI-CV was used for investigation in 506 nursing students and the results underwent analysis. Results The total score of CDTI-CV was low among these nuring students,the score of desire for knowledge,self-confidence and analyzing ability was the lowest.The scofe of the rest 6 dimensions were lower than the other provinces except for the cognition degree.Conclusions we should aim at weak aspects to study critical thinking educational reform,especially construct accelerando clinical didactical model to promote the development of critical thinking ability of nursing students.