臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：概念圖表徵形式對護理學生批判思考的影響
書刊名：教育實踐與研究
作者：賴錦緣 引用關係／陳勝美 引用關係／吳正己 引用關係
作者(外文)：Lai, Chin-yuan／Chen, Sheng-mei／Wu, Cheng-chih
出版日期：2015
卷期：28:1
頁次：頁1-31
主題關鍵詞：批判思考；表徵工具；概念圖；護理教育；Concept maps；Critical thinking；Nursing education；Representation tools
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:6
  • 點閱點閱:38
表徵是問題解決重要的工具。本文探討護生運用不同形式概念圖來表徵精神科病人護理問題表現之差異。研究採準實驗設計，參與者為某護專四年級修習「精神科護理學」課程的兩班學生，一班為實驗組48人，以網狀概念圖表徵個案問題；另一班控制組50人，以傳統樹狀階層圖。研究結果發現：實驗組在指出護理問題、舉證支持護理問題、以及瞭解護理問題關聯等三個向度皆明顯優於控制組。網狀概念圖可擴大學生思考並促進因果關係推理，不同概念圖表徵影響了學生問題解決的歷程。網狀概念圖的教學活動加強了實驗組學生對個案照顧內涵與作法的認知。未來可應用不同形式概念圖於護理過程各階段的教學，以探討其他概念圖表徵對學生的影響。
Representation is important for problem solving. This study examined the effects of different forms of concept maps on nursing students' performances of conceptualizing psychiatric patients' problems. A quasi-experimental research design was adopted to investigate the effects. The participants were two classes of fourth-year students who were enrolled in a psychiatric nursing course in a nursing college. One class with 48 students served as the experimental group, and used web-based concepts map to represent patients' problem. The other class with 50 students served as the control group, and used the traditional hierarchical concept mapping method. The results indicated that the concept maps drawn by the experimental group showed more nursing problem, supporting evidence, and relationships between nursing problems than those drawn by the control group. The web-based concept maps helped expand students' thinking and promoted their causality reasoning. Different concept-map representation tools affected the process of students' problem solving. The experimental learning activities promoted students' understanding of concepts and ways of psychiatric patients' care taking. To understand the effects of other types of concept maps, future research may guide students in using different forms of concept maps throughout the stages of nursing process.
期刊論文
1.Scheffer, B. K.、Rubenfeld, M. G.(2000)。A consensus statement on critical thinking in nursing。Journal of Nursing Education，39(8)，352-359。  new window
2.Bartlett, R.、Bland, A.、Rossen, E.、Kautz, D.、Benfield, S.、Carnevale, T.(2008)。Evaluation of the outcome-present state test model as a way to teach clinical reasoning。The Journal of Nursing Education，47(8)，337-344。  new window
3.Conger, M. M.、Mezza, I.(1996)。Fostering critical thinking in nursing students in the clinical setting。Nurse Educator，21(3)，11-15。  new window
4.Levett-Jones, T.、Hoffman, K.、Dempsey, J.、Jeong, S. Y.-S.、Noble, D.、Norton, C. A.、Roche, J.、Hickey, N.(2010)。The ‘five rights’ of clinical reasoning: An educational model to enhance nursing students’ ability to identify and manage clinically ‘at risk’ patients。Nurse Education Today，30(6)，515-520。  new window
5.Tanner, C. A.(2006)。Thinking like a nurse: A research-based model of clinical judgment in nursing。The Journal of Nursing Education，45(6)，204-211。  new window
6.Yıldırım, B.、Özkahraman, S.(2011)。Critical thinking in nursing process and education。International Journal of Humanities and Social Science，1(13)，257-262。  new window
7.馮容莊、陳美蓉、陳美娟、白玉珠(20100600)。Critical Thinking Competence and Disposition of Clinical Nurses in a Medical Center。The Journal of Nursing Research，18(2)，77-87。new window  new window
8.Simpson, E.、Courtney, M.(2002)。Critical thinking in nursing education: Literature review。International Journal of Nursing Practice，8，89-98。  new window
9.周書毓(2005)。問題解決--專家與生手教師能力知多少。網路社會學通訊期刊，51。  延伸查詢new window
10.張瓊珠(20090600)。運用理情行為治療理論概念於重鬱症患者之護理經驗。精神衛生護理雜誌，4(1)，57-64。  延伸查詢new window
11.Burrows, D. E.(1995)。The nurse teacher's role in the promotion of reflective practice。Nursing Education Today，15，346-350。  new window
12.Hoffman, E.、Trott, J.、Neely, K. P.(2002)。Concept mapping: A tool to bridge the disciplinary divide。American Journal of Obstetrics and Gynecology，187(3)，41-43。  new window
13.Kautz, D. D.、Kuiper, R. A.、Pesut, D. J.、Knight-Brown, P.、Daneker, D.(2005)。Promoting clinical reasoning in undergraduate nursing students: Application and evaluation of the outcome-present state-test (OPT) model of clinical reasoning。International Journal of Nursing Education Scholarship，2(1)。  new window
14.Kuiper, R. A.、Heinrich, C.、Matthias, A.、Graham, M. J.、Bell-Kotwall, L.(2008)。Debriefing with the OPT model of clinical reasoning during high fidelity patient simulation。International Journal of Nursing Education Scholarship，5(1)，1-13。  new window
15.Moattari, M.、Soleimani, S.、Moghaddam, N. J.、Mehbodi, F.(2014)。Clinical concept mapping: Does it improve discipline-based critical thinking of nursing students。Iranian Journal of Nursing and Midwifery Research，19(1)，70-76。  new window
16.Pesut, D. J.、Herman, J.(1998)。OPT: Transformation of nursing process for contemporary practice。Nursing Outlook，46(1)，29-36。  new window
17.Plotzner, R.、Spada, H.(1998)。Constructing quantitative problem representations on the basis of qualitative reasoning。Interactive Learning Environments，5(2)，95-107。  new window
18.Reising, D. L.(2004)。The outcome-present state-testing model applied to classroom settings。Journal of Nursing Education，43，431-432。  new window
19.Sedlak, C. A.(1996)。Dressing up nursing diagnoses: A critical thinking strategy。Nurse Educator，21(4)，19-22。  new window
20.Stokes, S.(2001)。Visual literacy in teaching and learning: A literature perspective。Electronic Journal for the Integration of Technology in Education，1(1)。  new window
21.Taylor, C.(2002)。Assessing patients' needs: Does the same information guide expert and novice nurses。International Nursing Review，49(1)，11-19。  new window
22.Wong, T. K. S.、Chung, J. W. Y.(2002)。Diagnostic reasoning processes using patient simulation in different learning environments。Journal of Clinical Nursing，11(1)，65-72。  new window
23.Gerstenberger, E.、Park, J.、Pomeroy, J. R.、West, D.、Sandoval, J.(2000)。Critical Thinking in Graduate Medical Education。Journal of the American Medical Association，284(9)，1105-1110。  new window
24.Wheeler, L. A.、Collins, S. K. R.(2003)。The influence of concept mapping on critical thinking in baccalaureate nursing students。Journal of Professional Nursing，19(6)，339-346。  new window
25.Schuster, P. M.(2000)。Concept mapping: Reducing clinical care plan paperwork and increasing learning。Nurse Educator，25(2)，76-81。  new window
26.Wilgis, M.、McConnell, J.(2008)。Concept mapping: An educational strategy to improve graduate nurses' critical thinking skills during a hospital orientation program。The Journal of Continuing Education in Nursing，39(3)，119-126。  new window
27.Vacek, J. E.(2009)。Using a Conceptual Approach with a Concept Map of Psychosis as an Exemplar to Promote Critical Thinking。Journal of Nursing Education，48(1)，48-53。  new window
28.Bodner, G. M.、Domin, D. S.(2000)。Mental models: The role of representations in problem solvingin chemistry。University Chemistry Education，4(1)，24-30。  new window
29.林美伶、熊秉荃、林淑蓉、胡海國(20021200)。精神分裂症患者之烙印處境。慈濟醫學，14:6，381-388。  延伸查詢new window
30.All, A. C.、Huycke, L. I.、Fisher, M. J.(2003)。Instructional tools for nursing education: Concept maps。Nursing Education Perspectives，24(6)，311-317。  new window
31.Daley, B. J.、Shaw, C. R.、Balistrieri, T.、Glasenapp, K.、Piacentine, L.(1999)。Concept Maps: A Strategy to Teach and Evaluate Critical Thinking。Journal of Nursing Education，38(1)，42-47。  new window
32.Kautz, D. D.、Kuiper, R.、Pesut, J. D.、Williams, L. R.(2006)。Using NANDA, NIC, and NOC (NNN) Language for clinical reasoning with the Outcome-Present State-Test (OPT) model。International Journal of Nursing Terminologies and Classifications，17(3)，129-138。  new window
33.葉玉珠(2003)。批判思考的涵意與有效教師行為。清華大學通識教育季刊，9(3)，151-170。  延伸查詢new window
34.Corrigan, P. W.(2000)。Mental Health Stigma as Social Attribution: Implications for Resarch Methods and Attitude Change。Clinical Psychology: Science and Practice，7(1)，48-67。  new window
會議論文
1.Samawi, Z.(2006)。The effect of concept mapping on critical thinking skills and dispositions of junior and senior baccalaureate nursing students。The 2nd International Conference on Concept Mapping。  new window
2.Duval, R.(2000)。Basic Issues for Research in Mathematics Education。The 24th Conference of the International Group for the Psychology of Mathematics Education。Hiroshima。55-69。  new window
圖書
1.Alfaro-LeFevre, R.(1999)。Critical thinking in nursing: A practical approach。Philadelphia：Saunders。  new window
2.Perner, Josef(1991)。Understanding the Representational Mind。Cambridge, MA：MIT Press。  new window
3.蘇麗智、阮玉梅、胡月娟、林明珍、李引玉、羅筱芬(2006)。最新護理學導論。臺北：華杏。  延伸查詢new window
4.American Association of Colleges of Nursing(1998)。Association of Colleges of Nursing The essentials of baccalaureate education for professional education。Washington, DC：American Association of Colleges of Nursing。  new window
5.Facione, P. A.(1990)。Executive summary: Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction。Millbrae, CA：The California Academic Press。  new window
6.NANDA International、高紀惠(2009)。NANDA-I 護理診斷手冊 2009~2011。臺北市：華杏。  延伸查詢new window
7.National League for Nursing Accrediting Commission(1997)。Interpretive guidelines for standards and criteria。New York, NY：National League for Nursing Accrediting Commission。  new window
8.Pesut, D. J.、Herman, J.(1999)。Clinical reasoning: The art and scienceof critical and creative thinking。Clifton Park, NY：Thomson Delmar Learning。  new window
9.Rubenfeld, M.、Scheffer, B.(2010)。Critical thinking tactics for nurses: Achieving the IOM competencies。Sudbury, MA：Jones and Bartlett Publisher。  new window
10.Norris, Stephen P.、Ennis, Robert H.(1989)。Evaluating critical thinking。Midwest Publications。  new window
11.Miller, William L.、Crabtree, Benjamin F.(1999)。Doing Qualitative Research。Sage Publications。  new window
12.Novak, Joseph D.、Gowin, D. Bob(1984)。Learning How to Learn。Cambridge University Press。  new window
其他
1.臺灣護理教育評鑑委員會(2010)。評鑑準則，http://www.heeact.edu.tw/lp.asp?ctNode=352&CtUnit=118&BaseDSD=7&mp=5， 2012/05/24。  new window
2.(2014)。概念圖，http://zh.wikipedia.org/wiki/%E6%A6%82%E5%BF%B5%E5%9B%BE。  new window
圖書論文
1.沈家平、陳文典(2004)。批判思考智能。九年—貫課程自然與生活科技學習領域科學素養的内涵與解析。臺北：教育部暨國立臺灣師範大學。  延伸查詢new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關博士論文
 
無相關書籍
 
無相關著作
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：877（臺灣：859，外國：18） ／ 本年度總使用人次：1753550 ／ 訪客人次（自102年09月）：67559898
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上