2020 Volume 29 Issue 2 Pages 9-18
This study examined educational interventions that promote the critical thinking disposition of psychiatric nurses and their effects.
Our educational program reflected a situation in which psychiatric nurses judged the physical symptoms of schizophrenic patients.
Intervention was carried out using a quasi-experimental (one-group pre-test/post-test) design, and the study subjects comprised 23 nurses with less than 5 years of clinical psychiatric experience who had no physical psychiatric experience.
Before, immediately after, and one month after the intervention, we measured and compared the median of the Critical Thinking Disposition Scale (CTDS). Then, one month after the intervention, a semi-structured interview was conducted with 10 participants.
The purpose of the semi-structured interview was to qualitatively clarify the situation in which the physical symptoms of schizophrenic patients were judged and to confirm the growth of participants.
The median CTDS significantly increased both immediately after the intervention and one month after the intervention compared with before the intervention.
In addition, based on the interviews, categories were created to represent changes and growth in terms of the nurses’ judgment of physical symptoms. As a result, this educational program was found to promote critical thinking.
