护士信息素养与评判性思维能力的相关性研究

王乐洁; 邱小丹; 蒋乐萍; 颜雷雷

doi:10.16766/j.cnki.issn.1674-4152.002836

护士信息素养与评判性思维能力的相关性研究

doi: 10.16766/j.cnki.issn.1674-4152.002836

1.
温州医科大学附属第二医院手术室，浙江温州 325000
2.
温州医科大学附属第二医院急诊科

基金项目:

浙江省医药卫生科技计划项目 2020KY189

温州市科技局项目 Y20220511

详细信息

通讯作者:
王乐洁，E-mail：lejiewang2002@126.com

中图分类号: R192
计量
- 文章访问数: 330
- HTML全文浏览量: 87
- PDF下载量: 6
- 被引次数: 0
出版历程
- 收稿日期: 2022-07-12
- 网络出版日期: 2023-04-07

Correlation between the status of nurses' information literacy and critical thinking ability

1.
Operating Room, the Second Affiliated Hospital of Wenzhou Medical University, Wenzhou, Zhejiang 325000, China

摘要

摘要: 目的调查护士信息素养与评判性思维能力的现状，并分析两者之间的相关性。方法于2022年4月对温州市2所三级甲等综合医院的470名临床护士采用一般资料调查表、信息素养问卷、评判性思维量表进行信息素养和评判性思维能力的调查，并运用Spearman法和分层回归法进行信息素养和评判性思维能力两者间的相关分析。结果护士信息素养总得分为(73.25±6.35)分，总均分为(3.67±1.31)分。其中信息意识维度最高，为(4.23±0.98)分，信息能力维度最低，为(3.31±0.78)分。护士评判性思维能力总得分为(271.37±23.28)分，评判性思维能力较强者占15.11%(71/470)，具有正性评判性思维能力者占29.57%(139/470)，不具有正性评判性思维能力者占55.32%(260/470)。临床护士信息素养总分在学历、职称、职务方面的差异有统计学意义(均P＜0.05)；Pearson相关分析显示，护士信息素养总分及各维度得分与评判性思维总分及其各维度均呈正相关关系；回归分析显示，学历、职称和职务可解释护士信息素养总变异的11.3%；控制一般资料后，开放思想、分析能力、系统化能力和求知欲可解释护士信息素养变异的27.5%。结论临床护士信息素养处于中等水平，评判性思维能力相对较弱，有待进一步提升，临床护士的信息素养受学历、职称、职务以及评判性思维能力的影响。建议护理管理者应高度重视评判性思维在促进护士信息素养中的作用，加强护士评判性思维和信息素养的培养。
- 护士 /
- 信息素养 /
- 评判性思维
Abstract: Objective To investigate the status quo of information literacy and critical thinking ability of nurses and analyse the correlation between them. Methods In April 2022, 470 clinical nurses from two Class Ⅲ Grade A general hospitals in Wenzhou were investigated with regard to information literacy and critical thinking ability by using the general information questionnaire, information literacy questionnaire and critical thinking scale. In addition, the Spearman method and hierarchical regression method were used to analyse the correlation between information literacy and critical thinking ability. Results The total score of nurses' information literacy was (73.25±6.35) points, and the total average score was (3.67±1.31) points. Among them, the average score of the dimension of information awareness (4.23±0.98) was the highest, and the average score of the dimension of the information ability (3.31±0.78) was the lowest. The total score of the critical thinking ability of nurses was (271.37±23.28) points. The proportion of strong critical thinking ability was 15.11% (71/470), in which the presence of positive critical thinking ability accounted for 29.57% (139/470) and the absence of positive critical thinking ability accounted for 55.32% (260/470). The total score of clinical nurses' information literacy was significantly different in educational background, professional title and position (all P < 0.05). Pearson correlation analysis showed that the total score of nurses' information literacy and all dimensions were positively correlated with the total score of critical thinking and all dimensions. Regression analysis showed that educational background, professional title and position could account for 11.3% of the total variation of nurses' information literacy. After controlling for general data, open-mindedness, analytical ability, systematisation ability and intellectual curiosity could account for 27.5% of the variance in nurses' information literacy. Conclusion The information literacy of clinical nurses is at a medium level, and their critical thinking ability is relatively weak, which needs to be improved. Moreover, the information literacy of clinical nurses is affected by educational background, professional title, position and critical thinking ability. Therefore, nursing managers should attach great importance to the role of critical thinking in promoting nurses' information literacy and strengthen the cultivation of nurses' critical thinking and information literacy.
- Nurse /
- Information literacy /
- Critical thinking

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表 1 护士信息素养的一般资料单因素分析

Table 1. Univariate analysis of general information of nurses' information literacy

项目	类别	人数(%)	得分(x±s, 分)	统计量	P值
性别	女性	434(92.34)	72.32±7.32	0.757^a	0.450
	男性	36(7.66)	73.88±7.02
年龄(岁)	≤25	40(8.51)	72.45±7.49	1.361^b	0.254
	26~35	181(38.51)	74.52±6.99
	36~45	211(44.89)	74.24±7.22
	≥46	38(8.09)	70.85±4.49
工作年限(年)	≤5	110(23.40)	73.77±7.03	0.271^b	0.763
	6~15	225(47.87)	74.09±7.19
	≥16	135(28.73)	73.03±7.71
学历	中专及大专	260(55.32)	71.13±8.85	8.719^b	＜0.001
	本科	189(40.21)	73.77±7.38
	研究生	21(4.47)	76.80±7.83
职称	护士	130(27.66)	71.81±8.42	4.811^b	0.003
	护师	165(35.11)	73.13±7.30
	主管护师	151(32.13)	74.37±7.82
	副主任护师及以上	24(5.10)	74.59±6.63
职务	无职务	445(94.68)	72.78±7.49	4.153^a	0.003
	护理管理者	25(5.32)	74.61±6.38
月收入(元)	≤3 500	130(27.66)	73.39±7.46	0.699^b	0.498
	3 501~6 500	220(46.81)	72.66±6.82
	≥6 501	120(25.53)	73.10±6.86
所属科室	普通病房	273(58.09)	74.34±6.52	1.376^b	0.253
	急诊、重症、手术室	150(31.91)	74.23±7.24
	门诊	47(10.00)	71.74±7.49
是否编制	事业编制	235(50.00)	73.79±7.87	0.824^a	0.510
	合同制	235(50.00)	72.66±6.21
注：^a为t值，^b为F值。

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表 2 护士信息素养的得分情况(x±s，分)

Table 2. Score of nurses' information literacy (x±s, scores)

项目	维度得分	维度均分
信息意识	16.95±2.52	4.23±0.98
信息能力	19.86±2.37	3.31±0.78
信息知识	20.34±2.28	3.72±0.69
信息道德	15.35±1.23	3.86±0.45
护士信息素养总得分	73.25±6.35	3.67±1.31

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表 3 护士信息素养与评判性思维的Pearson相关分析(r值)

Table 3. Pearson correlation analysis between nurses' information literacy and critical thinking (r value)

项目	寻求真相	开放思想	分析能力	系统化能力	评判性思维自信心	求知欲	认知成熟度	评判性思维总分
信息意识	0.413	0.334	0.376	0.264	0.424	0.323	0.466	0.361
信息能力	0.546	0.317	0.497	0.425	0.535	0.346	0.447	0.525
信息知识	0.434	0.386	0.423	0.434	0.447	0.436	0.468	0.336
信息道德	0.436	0.347	0.364	0.374	0.374	0.416	0.458	0.363
信息素养总分	0.425	0.358	0.453	0.375	0.445	0.337	0.458	0.452
注：均P < 0.05。

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表 4 一般资料和评判性思维对护士信息素养的分层回归分析

Table 4. Hierarchical regression analysis of general data and critical thinking on nurses' information literacy

模型	变量	β	SE	B	t值	P值
模型1^a	学历	0.421	0.575	0.353	2.332	0.016
	职称	0.365	0.436	0.294	2.417	0.012
	职务	0.378	0.568	0.285	2.541	0.011
模型2^b	开放思想	0.457	0.426	0.478	5.541	＜0.001
	分析能力	0.388	0.332	0.355	4.238	＜0.001
	系统化能力	0.376	0.386	0.373	4.709	＜0.001
	求知欲	0.394	0.325	0.276	4.127	＜0.001
注：^a模型1的R²=0.176，ΔR²=0.113，F=1.837，P＜0.001；^b模型2的R²=0.421，ΔR²=0.275，F=4.457，P=0.005。

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