MỐI QUAN HỆ GIỮA NĂNG LỰC TƯ DUY PHẢN BIỆN VÀ PHƯƠNG PHÁP HỌC TẬP VỚI THÀNH TÍCH HỌC TẬP CỦA SINH VIÊN ĐIỀU DƯỠNG=RELATIONSHIP BETWEEN CRITICAL THINKING CAPACITY AND LEARNING METHODS AND STUDENT ACHIEVEMENT OF NURSING STUDENTS

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Tác giả: Thị Hoa Lương, Ngọc Huyền Nguyễn, Phương Mai Nông

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học và Công nghệ - Đại học Thái Nguyên, 2024

Mô tả vật lý: tr.154 - 161

Bộ sưu tập: Báo, Tạp chí

ID: 483109

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Academic achievement plays a crucial role in the future success of each student, and neglecting this fundamental issue can reduce academic performance and increase educational costs. A cross-sectional descriptive study was conducted on second-year regular nursing students studying at the Faculty of Nursing, Thai Nguyen University of Medicine and Pharmacy, to determine the relationship between critical thinking skills and preferred learning methods with their academic performance. The study results showed that the majority of students had low critical thinking skills (average score of 12.56 ± 1.04 points). Most (43.6%) nursing students preferred the Diverging learning method (concrete experience/reflective observation). Critical thinking skills were moderately positively correlated with students' academic performance (r= 0.35, p = 0.02). There was a statistically significant relationship between learning methods and the academic performance of nursing students (p <
0.05). These research findings suggest that nursing educators need strategies to improve critical thinking among students and create learning environments that match students' preferred learning methods.Thành tích học tập góp phần quan trọng đối với sự thành công trong tương lai của mỗi người học, việc thiếu chú ý đến vấn đề cơ bản này có thể làm giảm thành tích học tập và tăng chi phí giáo dục. Thiết kế nghiên cứu mô tả cắt ngang được thực hiện trên các đối tượng nghiên cứu là sinh viên điều dưỡng chính quy từ năm thứ hai đang học tập tại Khoa Điều dưỡng, Trường Đại học Y Dược - Đại học Thái Nguyên nhằm xác định mối quan hệ giữa năng lực tư duy phản biện và phương pháp học tập ưa thích với thành tích học tập của họ. Kết quả nghiên cứu cho thấy đa số sinh viên có năng lực tư duy phản biện thấp (điểm trung bình đạt 12,56 ± 1,04 điểm). Phần lớn (43,6%) sinh viên điều dưỡng ưa thích phương pháp học tập Phân kỳ (trải nghiệm cụ thể/quan sát phản chiếu). Năng lực tư duy phản biện có mối tương quan tỷ lệ thuận ở mức độ trung bình với thành tích học tập của sinh viên (r= 0,35, p = 0,02). Có mối liên quan có ý nghĩa thống kê giữa các phương pháp học tập với thành tích học tập của sinh viên điều dưỡng (p <
0,05). Từ kết quả nghiên cứu trên gợi ý cho các nhà giáo dục điều dưỡng cần có chiến lược để cải thiện tư duy phản biện trong nhóm sinh viên và tạo ra các môi trường học tập phù hợp với phương pháp học tập của sinh viên.

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