The Effects of Home visit practice by using Gibbs's Reflection Techniques on Critical Thinking of Nursing Students
ผลของการฝึกปฏิบัติการเยี่ยมบ้านโดยใช้เทคนิคการสะท้อนคิดของ Gibbs ต่อทักษะการคิดวิจารณญาณของนักศึกษาพยาบาล
Keywords:
Reflection, Critical Thinking, Nursing Students, Family and Community NursingAbstract
ABSTRACT
The purpose of this quasi-experimental study was to examine the effects of home visit practice by using Gibbs's Reflection Techniques on critical thinking among nursing students. Participants included 130 third-year undergraduate nursing students of a college of nursing who was practicing home visit in the “Family and community health nursing practicum I” course. The intervention included Gibbs's Reflection Techniques and data collected by critical thinking test. This test was used for collecting data before the intervention and 1 month after the intervention. The reliability (KR 20) of the critical thinking test was 0.74. Descriptive statistics, the Wilcoxon Signed Ranks Test, and the Kruskal-Wallis Test were used to analyze data.
The results showed the mean scores of critical thinking of the nursing students after using Gibbs's Reflection Techniques increased from 50.16 ± 5.59 for the pretest to 50.40 ± 5.44 for posttest. The evaluation of argument and the recognition of assumption subscale scores after the intervention were higher than those of before the intervention. The overall critical thinking scores after the intervention was not significantly higher than those of before the intervention (p > .05). However, the critical thinking scores of nursing students after using Gibbs's Reflection Techniques were significantly different (p <0.001) between groups of each teacher. Findings support that teachers who utilize reflection techniques must have a skill of raising proper questions to encourage students to have complex thinking, analyze, synthesize, and effective conclusions. Then students will have critical thinking.
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