基于概念图的小组教学策略对护理学专业本科学生评判性思维倾向性的影响

Effect of group-based teaching strategies based on concept maps on critical thinking of nursing undergraduates

目的:探讨基于概念图的小组教学策略对护理学专业本科学生评判性思维能力和临床决策能力的影响。方法:选择四年制护理学专业本科三年级A班学生48名作为观察组,同年级B班学生48名作为对照组。两组学生均以案例为基础,观察组采用基于概念图的小组教学法,对照组采用传统的小组教学法。用批判性思维能力测量表(CTDICV)、课程成绩、概念图态度问卷评价实施效果。结果:实施后,观察组和对照组在思想开放、求知欲和总分与实施前比较,差异有统计学意义(P<0.05),观察组的分析能力、系统化能力与实施前比较,差异也具有统计学意义(P<0.05);与对照组比较,实施后观察组在系统化能力方面有较大提升(P<0.05),观察组课程考试成绩较对照组高(P<0.05)。观察组对概念图教学策略接受程度总分为(100.21±13.53)分,总体持积极态度。结论:利用概念图设计小组教学的策略能促进护理学专业本科学生评判性思维倾向性的发展,尤其是在系统化能力方面影响更佳;学生对概念图教学策略的态度积极。

Objective:To explore the impact of group teaching strategies based on concept maps on the critical thinking ability and clinical decision-making ability of nursing undergraduates.Methods:48 nursing undergraduate in the third grade were selected as the observation group,and 48 students in the same grade were selected as the control group.Both groups used case-based learning.The observation group adopted the group teaching method based on the concept map.The control group adopted the traditional group teaching method.The Critical Thinking Ability Measurement Table(CTDI-CV),course performance and concept map attitude questionnaire were used to evaluate the implementation effect.Results:After the implementation,there were statistically significant differences in the total scores of CTDI-CV,open mind,and curiosity compared with those before implementation in the two groups(P<0.05);there was statistically significant difference in analysis ability and systematization ability compared with those before implementation in the observation group(P<0.05).The systematization capacity in the observation group improved compared with that in the control group(P<0.05).The examination scores in the observation group were higher than those in the control group(P<0.01).The total acceptance of conceptual map teaching strategies in the observation group was(100.21±13.53)points,and the overall attitude was positive.Conclusion:The strategy of using the concept map design group teaching can promote the development of nursing undergraduates'critical thinking tendency,especially in the aspect of systematization ability.Students have a positive attitude toward conceptual map teaching strategies.