临床护理教师评判性思维能力调查研究(1)
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【摘要】目的 调查研究临床护理教师评判性思维能力，分析影响因素，为临床护理教学改革及临床护理教师培训提供依据。方法 采用一般情况调查表及中文版评判性思维能力测量表(CTDI-CV)，对湖南省6所医院246名临床护理教师进行调查。结果 1 .临床护理教师评判性思维能力总分291.04±29.12；7个特质中，评判性思维的自信心，寻找真相得分未达到最小认可，其它特质得分均超过40分。2.采用多元线性逐步回归分析结果表明：职称、带教年限、阅读时间、培训及进修经历与临床护理教师评判性思维发展呈正相关；对本专业所持态度、在工作中积极提问思考及参加医院活动与否是临床护理教师评判性思维能力的影响因素。结论 1.临床护理教师评判性思维能力为正性，但离评判性思维能力强的要求还有一定差距，有待进一步提高；2.灌输式教学模式是影响临床护理教师评判性思维发展的因素之一；3.热爱护理专业、工作中积极提问思考、积极参加医院活动可促进临床护理教师评判性思维能力的提高。
【关键词】临床护理教师 评判性思维能力 调查分析
中图分类号：R-4文献标识码：B文章编号：1005-0515(2011)11-060-03
The Investigation Analysis on Clinical Nursing Teachers' Crical Thinking Ablity
【Abstract】Objective Do investigation and research on clinical nursing teachers' crical thinking ablity, analyse influence factors, and provide the basis for the clinical nursing teaching reformand clinical teachers training. Methods Adopt the general information form and the Chinese version of the critical thinking ability of measurement scales ( CTDI-CV ) to do research on 246 clinical nursing teachers in 6 hospitals of Hunan provinceResults 1. Score of Clinical nursing teachers' critical thinking ability is 291.04 + 29.12; In7 traits, by evaluating and judging self-confidence of critical thinking, to seek the minimum recognition which the score truth does not reach, the other traits is scored more than 40 points. 2. By using the analysis results of multivariate linear stepwise regression to show that :The teaching time, technical title, reading time, training and study experience and clinical teachers are positively related to critical thinking development; whether the professional attitude, putting questions actively at work and participation in the hospital activities are the influence factors of clinical nursing teachers' critical thinking ability or not.Conclusion 1. Clinical nursing teachers' critical thinking ability is positive, but it is still far away from the requirement of critical thinking ability, which is needed to be further improved; 2 .Inculcation teaching mode is one of the factor that affects clinical nursing teachers' critical thinking development; 3 ......
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