论文部分内容阅读
目的调查了解边疆汉族和少数民族护理高职生的评判性思维能力,为针对培养边疆各民族护理高职生的教育教学改革提供依据。方法采用国际公认的中文量表(CCTDI—CV),对红河卫生职业学院护理系2012级279名全日制高职护生的评判性思维进行普查。结果边疆汉族和边疆少数民族高职护生评判性思维能力得分差异无统计学意义,分别是279.68±23.70、278.36±21.97,两者均低于280分的正性评判性思维能力。边疆汉族与少数民族护生评判性思维能力在各维度得分差异均无统计学意义,寻求真相、系统化能力、评判性思维的自信心三个维度的得分均低于正性评判性思维能力40分,其余维度得分仅仅略高于40分。结论边疆汉族与边疆少数名族高职护生评判性思维能力得分均低,边疆高职护生评判性思维能力的教育是教学的薄弱环节,应进一步加大教学改革力度,进行有针对性的课程设置、教学方法的改革,以促进边疆各民族高职护生的评判性思维能力的培养。
Objective To investigate and understand the critical thinking ability of the Han and minority nursing students in the border areas and provide the basis for reforming the education and teaching of all ethnic minority nursing students in the border areas. Methods The internationally recognized Chinese scale (CCTDI-CV) was used to survey the critical thinking of 279 full-time vocational nursing students in 2012 in Honghe Health Vocational College. Results There was no significant difference in the critical thinking ability between the Han nationality and the border minority students in higher vocational schools, which was 279.68 ± 23.70 and 278.36 ± 21.97 respectively, both of which were lower than 280 in the positive critical thinking ability. There was no significant difference in the critical thinking ability of borderline Han nationality and minority nationality nursing students in all dimensions, and the scores of seeking truth, systematic ability and self-confidence of critical thinking were lower than the positive critical thinking ability40 Points, the rest of the dimension score just slightly higher than 40 points. Conclusions The score of critical thinking ability of the Han nationality and the nursing students of the minority nationalities in the frontier border is low, and the education of the critical thinking ability of the nursing students in the border area is the weak link of teaching. It is necessary to further increase the teaching reform and carry out the targeted Curriculum reform and teaching methods so as to promote the cultivation of critical thinking ability of nursing students of all ethnic groups in border areas.