The effectiveness of therapeutic play teaching program on the learning outcomes of critical thinking among nursing students

• Main Authors: Su-fen Liu, 劉素芬
• Other Authors: Yueh-Juen Hwu
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/86920102318181065160

碩士 === 中臺科技大學 === 護理研究所 === 99 === This study takes on a quasi-experimental design to delve into the effects of therapeutic play teaching program on the “critical thinking” learning performance of nursing interns of nursing colleges. Fourth-year nursing students of the five-year junior college program taking internship training in pediatrics in central Taiwan served as the subjects of this study. Subjects were divided into two groups; an experimental group composed of 29 students and a control group of 26 students. A three-week therapeutic play program was introduced to the study group; whereas, traditional teaching techniques were employed on the control group. Both quantitative and qualitative assessments were conducted on their learning performances. In the quantitative assessment procedure, tools employed were the critical thinking disposition evaluation chart and the work performance assessment chart; whereas in the qualitative assessment, retrospective discussion and results of analysis on their perceptions on internship duties were employed. Study findings are as presented below: 1. Findings revealed that the therapeutic play teaching program did not influence the overall critical thinking disposition of the nursing students in both groups; however, in these three factors, a significance difference of the inhibitive thinking disposition was noted in the experimental group before and after introduction of the factor (p<0.05). 2. Therapeutic play teaching program may upgrade efficiency of the overall operating and learning performances of nursing students (p<0.05); regarding the emotion and skill out of the three aspects of learning efficiency, the experimental group was significantly higher than the control group; however, no significant difference was noted in the cognition of both groups. 3. On the matter of the effect of the therapeutic play teaching program on the retrospective discussion skills and performance of the experimental group, the teaching program not only upgraded the understanding and familiarity of these nursing students on the play, but also taught them skills for self-evaluation, the ability to accept the opinion of another person, and the means for optimization of team spirit and cooperation. 4. On the matter of the effect of the therapeutic play teaching program on the capacity and performance of the nursing students, it was found that the teaching program improved the work perception and understanding of the experimental group. Hence, the experimental group had been willing to participate and learn, thereby acquiring a clearer view of the critical thinking skills of child patient related problems.