摘要
Critical thinking （CT） is an important content of nursing education. It is also the important symbol of the improvementof overall quality of nursing teachers. In recent years, educational circles pay more and more attention to the cultivationof students’ CT ability, take CT and solve the problem as two basic skills of thinking. In the early 1980s, critical societytheory was led into the nursing field. After years of development, CT has become one of research hotspots in today’sinternational nursing. Numerous studies had confirmed that the CT played a significant role in nursing education, clinicalpractice and nursing scientific research. The paper studied the whole status and characteristics of CT emotional tendencyof college nursing teachers, and analyzed potential cause and discussed deeply on the corresponding factors of how toimprove college nursing teachers’ teaching ability and scientific ability. This research adopted random sampling method,in which questionnaires were distributed among some nursing teachers in six universities and 97 nursing teachers. Thestatistical results indicated that nursing teachers had a positive performance towards CT emotional tendency, but notstrong positive, and there were statistical significance among nursing teachers with different age, different length ofservice and reading habit （all P〈0.05）. In a conclusion, the managers of universities should lay stress on the importanceof critical thinking, and provide the development space to enhance the nursing teachers’ CT ability and offer betterservices for nursing student.
评判性思维（CT）是护理教育的重要内容,也是护理教师整体素质提高的重要标志.近年来,教育界越来越重视学生CT能力的培养,已将CT与解决问题并列为思维的两大基本技能.20世纪80年代初关于评判性社会的理论被人们引入护理领域,经过了多年的发展,CT已经成为当今国际护理中的研究热点之一.大量研究证实,CT在护理教育、临床实践及护理科研中具有重要的意义.本研究通过研究了解高校护理教师评判性思维情感倾向的总体特质表现,深入分析讨论关于高校护理教师评判性思维情感倾向的相关影响因素,以简单抽样的方法对6所医学高校中的97名护理教师利用问卷调查法进行现状研究.高校护理教师的评判性思维情感倾向总体为正性表现,由于距离评判性思维情感倾向较强的特质表现还有差距则仍要努力使之进一步加强.护理教师其评判性思维情感倾向总分及其各项特质的分数在不同年龄、不同工龄、阅读能力上差异均有统计学意义（均P〈0.05）.建议高校的相关职能部门把护理教师评判性思维情感倾向的培养与提高作为工作中的重中之重,为护理教师评判性思维能力的提升创造发展空间,以更好地促进学生的评判性思维能力.
