大专护生评判性思维能力及人际沟通能力的现状调查

摘要

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.%目的：了解大专护理学生的评判性思维能力、人际沟通能力现状，为教学改革提供参考。方法将由香港理工大学彭美慈教授翻译和修订的中文版评判性思维能力量表（Chinese critical thinking disposition inventory，CTDI-CV）和Whetten等人编制的支持性沟通量表（supportive communication scale，SCS）作为调查工具。采用随机整群抽样法，抽取我校2012级护理专业普通大专班176名学生作为调查对象，应用SPSS17.0软件对资料进行描述性分析、单样本t检验和两独立样本t检验。结果①大专护理学生评判性思维能力平均得分为（264.54±29.94），总分在210～280分者占到72.73%；其中，认知成熟度（t=4.695，P=0.000）、开放思想（t=4.016，P=0.000）、求知欲（t=2.973，P=0.003）3个子条目得分均大于40，差异有统计学意义；不同的个体特征相比，是否担任学生干部（t=3.494，P=0.001）具有统计学意义。②大专护生人际沟通能力总均分（t=3.219, P=0.002）及提供有效的负面反馈（t=6.790，P=0.000）、支持性沟通（t=4.267，P=0.000）两个维度得分显著高于中间值3.00，差异有统计学意义。结论为了提高护生的评判性思维能力与人际沟通能力，使护生能更好地适应社会与复杂的临床护理工作环境，有必要对课程设置、课程设计以及教学方法等进行改革。