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基于案例的学习对中国护士教育中批判性思维倾向的影响:系统性审查和元分析
Yunlu Xiang1, Dong Liu2,3,4, Liang Liu5
1School of Teacher Development, Chongqing University of Education, Chongqing, China.
Frontiers in medicine
|April 1, 2025
概括
基于案例的学习 (CBL) 显著提高了中国护理学生的批判性思维. 将CBL与基于问题的学习 (PBL) 结合起来,显示出分析技能的最大改善.
科学领域:
- 护理教育 护理教育
- 医学教育研究 医学教育研究
- 认知技能发展 认知技能发展
背景情况:
- 基于案例的学习 (CBL) 是护理教育中公认的教学方法.
- 它提高批判性思维能力的潜力得到了充分证实.
- 本次元分析特别探讨了CBL对中国护理学生的影响.
研究的目的:
- 评估基于案例的学习 (CBL) 在提高批判性思维能力方面的有效性.
- 评估CBL,无论是作为独立的方法还是与其他教学策略相结合.
- 分析在中国教育背景下对护理学生的影响.
主要方法:
- 在主要数据库 (PubMed,Embase,Cochrane,CINAHL,CNKI) 进行了系统的文献搜索,截至2024年6月1日.
- 包括的研究使用了中国版本的批判性思维态度清单 (CTDI-CV),并将CBL与传统方法进行了比较.
- 随机效应模型用于元分析,并进行子组分析.
主要成果:
- 有1396名参与者的13项研究表明,批判性思维倾向的整体显著改善 (MD = 26.39).
- 小组分析表明,护理实习生和CBL与基于问题的学习 (PBL) 结合时,获得的收益更大.
- 在理论知识和操作技能方面也注意到了显著的改善,没有发现显著的出版偏差.
结论:
- 基于案例的学习 (CBL) 是提高中国护理学生批判性思维的有效策略.
- 与基于问题的学习 (PBL) 的整合似乎产生了更好的结果.
- 研究结果支持将CBL纳入护理课程,以培养必要的分析技能.
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