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首页> 外文期刊>Journal of professional nursing: official journal of the American Association of Colleges of Nursing >THE TEACHING-LEARNING APPROACH AND CRITICAL THINKING DEVELOPMENT: A QUALITATIVE EXPLORATION OF TAIWANESE NURSING STUDENTS
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THE TEACHING-LEARNING APPROACH AND CRITICAL THINKING DEVELOPMENT: A QUALITATIVE EXPLORATION OF TAIWANESE NURSING STUDENTS

机译：教学方法和批判性思维发展：对台湾护理学生的定性探索

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摘要

Health care professionals are challenged by the complexities of the health care environment. This study uses a qualitative approach to explore how teaching strategy affects the development of critical thinking (CT) among Taiwanese baccalaureate-level nursing students. Data collected from 109 students' reflection reports were analyzed using content analysis. Three categories generated by the analysis were the teaching learning strategy, enhancing CT, and transiting into a different learning style. The teaching learning strategy consisted of concept mapping, question and answer, and real-life case studies. CT was enhanced alternately by self-directed learning, the realization of the gap between known and unknown, and connecting the gap between theoretical nursing knowledge and clinical practice. The study results emphasize participants' perceptions of becoming a critical thinker, turning into an active learner, and eventually achieving self-confidence. These learning effects invest the wisdom of teaching learning with a far-reaching significance. J Prof Nurs 31:149-157, 2015. (C) 2015 Elsevier Inc. All rights reserved.
机译：卫生保健环境的复杂性给卫生保健专业人员带来了挑战。这项研究使用定性方法来探讨教学策略如何影响台湾学士学位护理学学生的批判性思维（CT）的发展。使用内容分析法分析了从109名学生的反思报告中收集的数据。分析产生的三类是教学学习策略，增强CT和转变为不同的学习方式。教学学习策略包括概念图，问答和现实案例研究。通过自主学习，认识已知和未知之间的鸿沟以及将理论护理知识与临床实践之间的鸿沟联系起来，交替地增强了CT。研究结果强调了参与者对成为批判性思想家，转变为积极学习者并最终实现自信的看法。这些学习效果使教学教学的智慧具有深远的意义。 J Prof Nurs 31：149-157，2015.（C）2015 Elsevier Inc.保留所有权利。

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