Application effect of the dual tutorial teaching mode in the training of nursing students′critical thinking
10.3760/cma.j.issn.1674-2907.2016.22.034
- VernacularTitle:双导师制带教模式在护生评判性思维培养中的应用效果
- Author:
Aixia WANG
1
;
Aishu DONG
;
Yiwei LIU
;
Xueqing BAO
;
Liping ZHANG
Author Information
1. 325000 温州医科大学附属第二医院护理部
- Keywords:
Nursing trainee;
Critical thinking ability;
Dual tutors;
Clinical teaching
- From:
Chinese Journal of Modern Nursing
2016;22(22):3231-3234
- CountryChina
- Language:Chinese
-
Abstract:
Objective To explore the influence of the dual tutorial teaching mode on the undergraduate
nursing students′ critical thinking in the clinical training. Methods Two hundred and sixteen full-time undergraduate nursing students who did internships in the second Affiliated Hospital of Wenzhou Medical University from September 1st, 2013 to September 1st, 2015 were divided into the experimental group ( n=111) and the control group ( n=105) using the random number table. The nursing students in the control group received the traditional post tutor teaching mode, while the nursing students in the experimental group received the dual tutorial system teaching mode in the clinical teaching. After the internship, nursing students in the two groups completed the general information questionnaire and the critical thinking disposition inventory.Results The scores of critical thinking ability, open-minded ability, analytical ability, systematic ability, critical thinking self-confidence, curiosity, cognitive maturity dimension of the nursing students in the experimental group were (280.32±29.83), (40.53±5.75), (43.08±5.32), (37.69±6.08), (40.16±5.60), (43.89±6.71), (38.53± 7.17) respectively, which were significantly higher than the scores gained by the nursing students in the control group (t=-7.587, -6.138, -8.555, -3.530, -6.727, -8.023, -3.097;P<0.05).In the control group, they were (210.63±25.25), (29.86±6.31), (26.61±5.71), (32.19±6.17), (28.76±5.82), (25.96±6.53), (32.99±7.41), respectively.Conclusions The dual tutorial teaching mode improves undergraduate nursing trainees′critical thinking ability including open-minded ability, analytical ability, systematic ability, critical thinking self-confidence, curiosity, cognitive maturity, which can be applied in the clinical teaching of nursing students.
