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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21.	胡静, 吴涛, 刘蕾. 循证护理带教对本科护生创造力倾向的影响研究. 中国临床护理, 2013, 5(2):146-148.
22.	单亚维, 苏春香, 郝玉芳. 循证护理教学法培养护生评判性思维效果的系统评价. 护理学杂志, 2013, 28(15):11-13.
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31.	蒋运兰, 余阳燊, 王芳, 等. 高等护理专业不同时期开设循证护理教学的效果比较. 护理研究(上旬版), 2006, 20(11A):2852-2853.
32.	段思柳, 李野, 唐玲. 国内循证护理临床教学研究类文献分析. 中华现代护理杂志, 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, 汪国成, 陈基乐, 等. 批判性思维能力测量表的信效度测试研究. 中华护理杂志, 2004, 39(9):644-647.
7. 包玲, 章雅青, 陈颖, 等. 医学生批判性思维能力的现状及其影响因素. 解放军护理杂志, 2010, 27(9B):1369-1372.
8. 安力彬, 李文涛, 王博. 不同学制护理本科生评判性思维倾向差异的比较研究. 护士进修杂志, 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. 陈进, 陈燕玲, 郑会贤, 等. 以核心能力为导向,循证医学为载体,终身学习为目的的医学人才培养模式研究(一)——医学生批判性思维现状. 中国循证医学杂志, 2010, 10(3):298-302.
12. 马晓璐, 李红丽. 护理本科生批判性思维倾向性的现状调查. 中国误诊学杂志, 2012, 12(1):139-140.
13. 赵梅, 王维利, 章新琼. 医科大学生批判性思维能力的调查研究. 中国校医, 2008, 22(3):269-271.
14. 叶琴, 梁青艳, 刘珍香, 等. 护理本科生评判性思维能力调查及影响因素探析. 中国实用护理杂志, 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, 冯爱娟. 根据《全球医学教育最低基本要求》分析我国高等医学教育存在不足. 现代医药卫生, 2004, 20(12):1188-1189.
17. 文历阳. 21世纪医学科学和医学教育发展趋势. 中国高等医学教育, 2000, (2):1-2.
18. 张晓兰, 李晓松, 万学红, 等. 医学毕业生对"全球医学教育最低基本要求"相关教学内容的意见. 中国高等医学教育, 2003, (1):5-8.
19. 范美, 刘蕾,丁宁. 循证护理带教模式对培养护生评判性思维的效果研究. 吉林医学, 2013, 34(10):1999-2001.
20. 饶艳, 黄丽华, 叶昌华. 专科护生循证护理教育效果研究. 护理与康复, 2013, 12(5):410-413.
21. 胡静, 吴涛, 刘蕾. 循证护理带教对本科护生创造力倾向的影响研究. 中国临床护理, 2013, 5(2):146-148.
22. 单亚维, 苏春香, 郝玉芳. 循证护理教学法培养护生评判性思维效果的系统评价. 护理学杂志, 2013, 28(15):11-13.
23. 郭盈, 孔令娜. 循证护理教学法教学效果的Meta分析. 中国实用护理杂志, 2010, 26(25):74-76.
24. 钟玉杰, 段明娟, 钟秋. 护理本科生循证护理认知现状调查. 护理研究, 2008, 22(35):3211-3213.
25. 胡雁. 循证护理实践:护理学科发展的必然趋势. 中国护理管理, 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. 刘辉, 胡静. 在本科护理教育中设置循证护理课程的研究. 中华护理教育, 2010, 7(10):443-446.
31. 蒋运兰, 余阳燊, 王芳, 等. 高等护理专业不同时期开设循证护理教学的效果比较. 护理研究(上旬版), 2006, 20(11A):2852-2853.
32. 段思柳, 李野, 唐玲. 国内循证护理临床教学研究类文献分析. 中华现代护理杂志, 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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