Effect of Evidence-based Nursing Course in Undergraduate Nursing Students' Critical Thinking Ability: A Prospective Cohort Study_Chinese Journal of Evidence-Based Medicine

Authors：

 SHENJian-tong ^1,2 , CHENGYao ¹ , HELi-fang ¹ ,  SHENXu-hui ^1,2 , PENGJian-ying ¹ , LILi-hong ^1,2

1. Medical School of Huzhou University, Huzhou 313000, China;
2. Branch Center of MOE Virtual Research Center of Evidence Based Medicine, Huzhou University, Huzhou 313000, China;

Corresponding?author：

SHENXu-hui, Email: shxh1218@hutc.zj.cn

Keywords：

Evidence-based nursing; Critical thinking; Undergraduate nursing students

DOI：

10.7507/1672-2531.20160042

Video：

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Objective To investigate the effect of evidence-based nursing course in undergraduate nursing students' critical thinking ability. Methods A prospective cohort study design was performed in students from two nursing undergraduate classes, who elected evidence-based nursing course as an observation group and students lacked of the course as a control group. The Chinese Version of Critical Thinking Disposition Inventory (CTDI-CV) was used to test critical thinking ability at the beginning and the end of the semester. The scores of CTDI-CV and rank of scores were compared between the two groups using t test and rank sum test. Results A total of 88 students were included, of which 41 students were in the observation group and 47 students were in the control group. Compared to the control group, the observation group demonstrated significantly more improvement in the total scores (MD=22.29, 95%CI 13.477 to 31.114), the search for truth (MD=2.81, 95%CI 0.211 to 5.410), open-minded (MD=3.37, 95%CI 1.280 to 5.471), analysis capabilities (MD=3.41, 95%CI 1.351 to 5.481), systematicity (MD=3.39, 95%CI 1.447 to 5.336), confidence critical thinking (MD=2.83, 95%CI 0.512 to 5.152), curiosity (MD=4.53, 95%CI 2.273 to 6.786) and cognitive maturity (MD=1.93, 95%CI -0.502 to 4.377). The level of total scores, the search for truth, analysis capabilities, systematicty, confidence critical thinking, and curiosity in the observation group were significantly improved. Conclusion Evidence-based nursing course learning can improve the undergraduate nursing students' critical thinking skill.

Citation： SHENJian-tong, CHENGYao, HELi-fang, SHENXu-hui, PENGJian-ying, LILi-hong. Effect of Evidence-based Nursing Course in Undergraduate Nursing Students' Critical Thinking Ability: A Prospective Cohort Study. Chinese Journal of Evidence-Based Medicine, 2016, 16(3): 257-262. doi: 10.7507/1672-2531.20160042 Copy

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14.	葉琴, 梁青艷, 劉珍香, 等. 護理本科生評判性思維能力調查及影響因素探析. 中國實用護理雜志, 2014, 30(增刊):238-239.
15.	Tiwari A, Lai P, So M, et al. A comparison of the effects of problem-based learning and lecturing on the development of students' critical thinking. Med Educ, 2006, 40:547-554.
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18.	張曉蘭, 李曉松, 萬學紅, 等. 醫學畢業生對"全球醫學教育最低基本要求"相關教學內容的意見. 中國高等醫學教育, 2003, (1):5-8.
19.	范美, 劉蕾,丁寧. 循證護理帶教模式對培養護生評判性思維的效果研究. 吉林醫學, 2013, 34(10):1999-2001.
20.	饒艷, 黃麗華, 葉昌華. 專科護生循證護理教育效果研究. 護理與康復, 2013, 12(5):410-413.
21.	胡靜, 吳濤, 劉蕾. 循證護理帶教對本科護生創造力傾向的影響研究. 中國臨床護理, 2013, 5(2):146-148.
22.	單亞維, 蘇春香, 郝玉芳. 循證護理教學法培養護生評判性思維效果的系統評價. 護理學雜志, 2013, 28(15):11-13.
23.	郭盈, 孔令娜. 循證護理教學法教學效果的Meta分析. 中國實用護理雜志, 2010, 26(25):74-76.
24.	鐘玉杰, 段明娟, 鐘秋. 護理本科生循證護理認知現狀調查. 護理研究, 2008, 22(35):3211-3213.
25.	胡雁. 循證護理實踐:護理學科發展的必然趨勢. 中國護理管理, 2013, 13(1):3-5.
26.	McMahon GT, Dluhy RG. Impact of a novel evidence-based medicine curriculum. Med Educ, 2006, 40(5):464-465.
27.	Green ML. Evidence-based medicine training in internal medicine residency programs a national survey. J Gen Intern Med, 2000, 15(2):129-133.
28.	Ghali WA, Saitz R, Eskew AH, et al. Successful teaching in evidence-based medicine. Med Educ, 2000, 34(1):18-22.
29.	Burke LE, Schlenk EA, Sereika SM, et al. Developing research competence to support evidence-based practice. J Prof Nurs, 2005, 21(6):358-363.
30.	劉輝, 胡靜. 在本科護理教育中設置循證護理課程的研究. 中華護理教育, 2010, 7(10):443-446.
31.	蔣運蘭, 余陽燊, 王芳, 等. 高等護理專業不同時期開設循證護理教學的效果比較. 護理研究(上旬版), 2006, 20(11A):2852-2853.
32.	段思柳, 李野, 唐玲. 國內循證護理臨床教學研究類文獻分析. 中華現代護理雜志, 2014, 20(31):3927-3929.
33.	Editorial. Science for action-based nursing. Lancet, 2012, 379(9828):1763.

1. Core Committee, Institute for International Medical Education. Global minimum essential requirements in medical education. Med Teach, 2002, 24(2):130-135.
2. Forneris SG. Self-report questionnaires of nurses in Taiwan reveal that critical thinking ability and nursing competence are both at the middle level and there is a correlation between the two. Evid Based Nurs, 2012, 15(3):74-75.
3. Angel BF, Duffey M, Belyea M. An evidence-based project for evaluating strategies to improve knowledge acquisition and critical-thinking performance in nursing students. J Nurs Educ, 2000, 39(5):219-228.
4. Ferguson L, Day RA. Evidence-based nursing education:myth or reality? J Nurs Educ, 2005, 44(3):107-115.
5. US Institute of Medicine. The future of nursing:leading change, advancing health. Available at:http://www.aamn.org/docs/future-of-nursing.pdf.
6. 彭美慈, 汪國成, 陳基樂, 等. 批判性思維能力測量表的信效度測試研究. 中華護理雜志, 2004, 39(9):644-647.
7. 包玲, 章雅青, 陳穎, 等. 醫學生批判性思維能力的現狀及其影響因素. 解放軍護理雜志, 2010, 27(9B):1369-1372.
8. 安力彬, 李文濤, 王博. 不同學制護理本科生評判性思維傾向差異的比較研究. 護士進修雜志, 2009, 24(3):206-208.
9. Yeh ML. Assessing the reliability and validity of the Chinese version of the California Critical Thinking Disposition Inventory. Int J Nurs Stud, 2002, 39(2):123-132.
10. Giancarlo CA, Facione PA. Look across four years at the disposition toward critical thinking among undergraduate students. J Gen Educ, 2001, 50(1):29-55.
11. 陳進, 陳燕玲, 鄭會賢, 等. 以核心能力為導向,循證醫學為載體,終身學習為目的的醫學人才培養模式研究(一)——醫學生批判性思維現狀. 中國循證醫學雜志, 2010, 10(3):298-302.
12. 馬曉璐, 李紅麗. 護理本科生批判性思維傾向性的現狀調查. 中國誤診學雜志, 2012, 12(1):139-140.
13. 趙梅, 王維利, 章新瓊. 醫科大學生批判性思維能力的調查研究. 中國校醫, 2008, 22(3):269-271.
14. 葉琴, 梁青艷, 劉珍香, 等. 護理本科生評判性思維能力調查及影響因素探析. 中國實用護理雜志, 2014, 30(增刊):238-239.
15. Tiwari A, Lai P, So M, et al. A comparison of the effects of problem-based learning and lecturing on the development of students' critical thinking. Med Educ, 2006, 40:547-554.
16. 王宗海, 向焱彬, 馮愛娟. 根據《全球醫學教育最低基本要求》分析我國高等醫學教育存在不足. 現代醫藥衛生, 2004, 20(12):1188-1189.
17. 文歷陽. 21世紀醫學科學和醫學教育發展趨勢. 中國高等醫學教育, 2000, (2):1-2.
18. 張曉蘭, 李曉松, 萬學紅, 等. 醫學畢業生對"全球醫學教育最低基本要求"相關教學內容的意見. 中國高等醫學教育, 2003, (1):5-8.
19. 范美, 劉蕾,丁寧. 循證護理帶教模式對培養護生評判性思維的效果研究. 吉林醫學, 2013, 34(10):1999-2001.
20. 饒艷, 黃麗華, 葉昌華. 專科護生循證護理教育效果研究. 護理與康復, 2013, 12(5):410-413.
21. 胡靜, 吳濤, 劉蕾. 循證護理帶教對本科護生創造力傾向的影響研究. 中國臨床護理, 2013, 5(2):146-148.
22. 單亞維, 蘇春香, 郝玉芳. 循證護理教學法培養護生評判性思維效果的系統評價. 護理學雜志, 2013, 28(15):11-13.
23. 郭盈, 孔令娜. 循證護理教學法教學效果的Meta分析. 中國實用護理雜志, 2010, 26(25):74-76.
24. 鐘玉杰, 段明娟, 鐘秋. 護理本科生循證護理認知現狀調查. 護理研究, 2008, 22(35):3211-3213.
25. 胡雁. 循證護理實踐:護理學科發展的必然趨勢. 中國護理管理, 2013, 13(1):3-5.
26. McMahon GT, Dluhy RG. Impact of a novel evidence-based medicine curriculum. Med Educ, 2006, 40(5):464-465.
27. Green ML. Evidence-based medicine training in internal medicine residency programs a national survey. J Gen Intern Med, 2000, 15(2):129-133.
28. Ghali WA, Saitz R, Eskew AH, et al. Successful teaching in evidence-based medicine. Med Educ, 2000, 34(1):18-22.
29. Burke LE, Schlenk EA, Sereika SM, et al. Developing research competence to support evidence-based practice. J Prof Nurs, 2005, 21(6):358-363.
30. 劉輝, 胡靜. 在本科護理教育中設置循證護理課程的研究. 中華護理教育, 2010, 7(10):443-446.
31. 蔣運蘭, 余陽燊, 王芳, 等. 高等護理專業不同時期開設循證護理教學的效果比較. 護理研究(上旬版), 2006, 20(11A):2852-2853.
32. 段思柳, 李野, 唐玲. 國內循證護理臨床教學研究類文獻分析. 中華現代護理雜志, 2014, 20(31):3927-3929.
33. Editorial. Science for action-based nursing. Lancet, 2012, 379(9828):1763.

Chinese Journal of Evidence-Based Medicine

Effect of Evidence-based Nursing Course in Undergraduate Nursing Students' Critical Thinking Ability: A Prospective Cohort Study

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