Effects of "action-oriented" teaching approach on professional quality and critical thinking of nursing students

Abstract

Objective To explore the effects of action-oriented teaching approach on professional quality and critical thinking of nursing students. Methods Totally 200 students from nursing specialty were divided into the observation group and the control group randomly. Students in the observation group received action-oriented teaching mode, while students in the control group received the routine teaching mode. After the nursing teaching, assessment questionnaire was used to evaluate the core competency and professional quality of nursing students; CTDI-CV scale was used to evaluate the critical thinking ability of nursing students, and the results were compared. Results According the investigation, the score of personal ability, skills proficiency, critical thinking ability, communication skills and teaching effect in the observation group were[(38.2±1.5), (25.2±2.5), (17.3±0.9), (25.1±1.1), (25.8±1.6)], and were[(35.4±1.3), (32.3±2.0), (16.2±1.2), (20.3±1.1), (19.5±1.2)] in the control group (P<0.05). CTDI-CV showed that the score of searching for truth, open mind, analytical ability, systematization ability, the confidence of critical thinking, aspiration to knowledge and cognitive maturity in the observation group were[(47.6±5.5), (45.4±4.2), (42.7±5.4), (39.9±5.1), (43.1±5.3), (42.6±5.1), (42.5±5.3)], and were[(37.6±5.5), (37.4±5.4), (37.4±5.1), (37.1±5.3), (38.7±5.1), (37.4±5.4), (38.5±5.1)] in the control group (P<0.05). Conclusions Action-oriented teaching mode contributes to the promotion of professional quality and critical thinking ability of nursing students, and it worth to popularize. Key words: Nursing education; Critical thinking; Action-oriented teaching; Professional quality; Vocational ability