Effects of Bruner's constructivist theory on critical thinking and practice performance of student nurse interns in internal medicine
10.3760/cma.j.cn116021-20230311-01730
- VernacularTitle:布鲁纳结构主义教育理论对内科实习护生评判性思维及实习效果的影响
- Author:
Xiangfeng LI
1
;
Yuxia GUAN
;
Minhong YU
;
Ye HE
;
Chenxi MA
;
Zixia HE
;
Kunrong YU
;
Wenkun CHEN
;
Ou LI
Author Information
1. 中国医学科学院北京协和医学院北京协和医院风湿免疫科，北京 100730
- Keywords:
Bruner;
Constructivist theory;
Critical thinking;
Nursing student;
Satisfaction
- From:
Chinese Journal of Medical Education Research
2024;23(6):808-813
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To investigate the effects of Bruner's constructivist theory on the critical thinking and practice performance of nursing students interning in internal medicine.Methods:One hundred and fifty-three undergraduate nursing students practicing in the department of internal medicine of a Beijing grade A tertiary hospital were selected by convenience sampling and divided into control group ( n=76) and experimental group ( n=77) according to the order of rotation time. The experimental group received teaching based on Bruner's constructivist theory, while the control group was given traditional teaching. SPSS 24.0 was used to perform the t test. Results:Compared with the control group, the experimental group showed a significantly higher critical thinking score [(306.13±33.00) vs. (325.03±32.09)], a significantly higher exit theory assessment score [(94.74±3.24) vs. (96.94±1.79)], a significantly higher exit skills assessment score [(86.68±11.95) vs. (90.23±9.17)], and a significantly higher degree of satisfaction with teaching [(180.08±13.35) vs. (187.91±14.50); all P<0.05]. Conclusions:Bruner's constructivist theory can help nurse students improve their critical thinking, theoretical and practical performance, and satisfaction with teaching, which enhances the effects of internal medicine nursing teaching.
