文献类型：期刊文献

中文题名：7种教学方法对护理专业学生评判性思维能力影响的网状Meta分析

英文题名：The influence of seven different teaching methods in the critical thinking ability of nursing students:a network meta-analysis

作者：张志刚[1];侯宇颖[2];张珺[3];陈可欣[4,5];王波[6];田金徽[7]

第一作者：张志刚

机构：[1]兰州大学第一医院重症医学科,兰州市730000;[2]兰州大学第一临床医学院;[3]甘肃中医药大学护理学院;[4]台湾台北医学大学实证医学研究中心;[5]台湾台北万芳医院护理部;[6]甘肃省康复中心医院护理部;[7]兰州大学循证医学中心

第一机构：兰州大学第一医院重症医学科,兰州市730000

年份：2016

卷号：51

期号：8

起止页码：960

中文期刊名：中华护理杂志

外文期刊名：Chinese Journal of Nursing

收录：CSTPCD;;Scopus;北大核心:【北大核心2014】；CSCD:【CSCD2015_2016】；PubMed;

语种：中文

中文关键词：学生;护理;教学方法;Meta分析

外文关键词：Students,Nursing ; Teaching Methods ; Meta-Analysis as Topic

摘要：目的采用网状Meta分析方法评价7种不同教学方法对护理专业学生(以下简称护生)评判性思维能力的影响。方法计算机检索Web of science、PubMed、EMBASE、中国生物医学文献数据库、中国学术期刊全文数据库、万方数据知识服务平台中关于不同教学方法对护生评判性思维能力影响的随机对照研究,检索时间均为建库至2015年8月,纳入比较不同教学方法对护生评判性思维能力影响的随机对照试验。结果共纳入35篇文献。网状Meta分析结果显示,PBL教学法、概念图教学法、情境模拟教学法、循证教学法对比传统教学法,在影响护生评判性思维能力方面差异具有统计学意义(均p<0.05);PBL教学法对比案例教学法、反思教学法差异具有统计学意义(均P<0.05);循证教学法对比案例教学法、反思教学法、概念图教学法、情境模拟教学法差异具有统计学意义(均P<0.05);根据累积排序概率曲线下面积排序结果,循证教学法、PBL教学法是提高护生评判性思维能力的较优方法。结论基于网状Meta分析结果和累积排序概率图下面积排序结果,循证教学法和PBL教学法对提高护生评判性思维能力的效果优于其他教学方法。
Objective To evaluate the influence of seven different teaching methods in the critical thinking（CT） ability of nursing students. Methods A systematic search of Web of Science,PubMed,EMBASE,Chinese Biomedical Literature Database,Chinese Knowledge Infrastructure and Wan-Fang Database was carried out. Randomized control trials （RCTs） examining the influence of different teaching methods in the critical thinking ability of nursing students were included. Methodological quality of included RCTs was assessed according to the Cochrane Handbook for Systematic Reviews of Interventions 5.1.0 and combined with the characteristics of this study. Results Totally 35 RCTs involving 4050 nursing students were included.The network meta-analysis showed that PBL Teaching Method, Concept Mapping Teaching Method,Situational Simulative Teaching Method,Evidence-based Teaching Method were more effective than Traditional Teaching Method（P〈0.05）,PBL Teaching Method was more effective than Case Teaching Method and Reflective Teaching Method（P〈0.05）,Evidence-based Teaching Method was more effective than Case mapping Teaching Method,Reflective Teaching Method,Concept Teaching Method and Situational Simulative Teaching Method （P〈0.05）. Probability ranking according to SUCRA showed that there was a great possibility for Evidence-based Teaching Method,PBL Teaching Method in improving the ability of nursing students on critical thinking. Conclusion Based on the results of network recta-analysis and rank,Evidence-based Teaching Method and PBL Teaching Method were superior to other teaching methods in improving critical thinking ability of nursing students.