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首页> 外文期刊>Journal of Education and Practice >Nursing Educators' Knowledge, Skills in Evidence-Based Practice and their Critical Thinking Skills: Self Report Study
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Nursing Educators' Knowledge, Skills in Evidence-Based Practice and their Critical Thinking Skills: Self Report Study

机译：护理教育者的知识，循证实践技能和批判性思维技能：自我报告研究

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Background: With increasing emphasis on EBNP, nursing educators need to have a strong body of knowledge and skills in EBP that help them to gain critical thinking skills related to inquiry and understand the importance of EBNP. Aims: To assess the nursing educators' report of their knowledge and skills in EBP, determine their critical thinking skills and investigate the relationship between their knowledge and skills in EBP and their critical thinking skills. Method: Two questionnaires were filled by 144 of nursing educators at nine academic nursing departments at the Faculty of Nursing, Alexandria University. Findings: The mean score percentage of the nursing educator's report of their knowledge and skills in EBP were 67.7±15.8 and 68.9±14.3 respectively. Furthermore, the highest mean score percentage of nursing educators' skills in critical thinking was found in their inquisitiveness skills (75.0±7.7). On the other hand, the lowest mean score percentage was found in truth seeking (55.5±11.6) and maturity skills (56.6±2.7). Highly significant positive correlations were found between the overall mean score percentages of nursing educators’ report of their knowledge and skills in EBP from one side and their critical thinking skills (r= 0.408, p .000, r=0.321, p .000). Conclusions: Understanding nursing educators' knowledge and skills in EBP is a critical step to successfully transforming the school's culture to an EB framework for teaching nursing practice, integrating of EBP content into curricula, and ensuring student mastery and appreciation of EBP. Keywords: evidence-based practice, knowledge, skills, critical thinking, nursing educators
机译：背景：随着对EBNP的日益重视，护理教育者需要在EBP中拥有丰富的知识和技能，以帮助他们获得与探究相关的批判性思维技能，并理解EBNP的重要性。目的：评估护理教育者关于他们在EBP中的知识和技能的报告，确定他们的批判性思维技能，并调查他们在EBP中的知识和技能与他们的批判性思维技能之间的关系。方法：亚历山大大学护理学院的9个护理学系的144位护理教育者填写了两份问卷。结果：护理教育者报告他们的EBP知识和技能的平均分数分别为67.7±15.8和68.9±14.3。此外，护理人员在批判性思维中的询问能力中的最高平均分数百分比是在其询问能力中（75.0±7.7）。另一方面，求真（55.5±11.6）和成熟技能（56.6±2.7）的最低平均分数百分比。护理教育者从一侧报告他们在EBP方面的知识和技能的报告的总体平均分数百分比与他们的批判性思维技能之间存在高度显着的正相关（r = 0.408，p.000，r = 0.321，p.000）。结论：了解护理教育者在EBP中的知识和技能是成功地将学校文化转变为EB框架的关键步骤，以教授护理实践，将EBP内容纳入课程并确保学生对EBP的掌握和欣赏。关键词：循证实践，知识，技能，批判性思维，护理教育者

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