Comparing the effects of problem-based learning and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course.

Autor: Gholami M; School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran. Electronic address: mohammad13565@yahoo.com., Moghadam PK; School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran. Electronic address: Parastou_Ko@Yahoo.com., Mohammadipoor F; School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran. Electronic address: F_mohamadipoor@yahoo.com., Tarahi MJ; School of Health, Lorestan University of Medical Sciences, Khorramabad, Iran. Electronic address: Tarrahi_mj@yahoo.com., Sak M; Social Determinants of Health Research Center, Lorestan University of Medical Sciences, Khorramabad, Iran. Electronic address: Mandana_saki@yahoo.com., Toulabi T; School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran. Electronic address: tolabi.t@lums.ac.ir., Pour AH; School of Nursing and Midwifery, Student Research Committee, Lorestan University of Medical Sciences, Khorramabad, Iran. Electronic address: amir.ho3ein19955313@gmail.com.
Jazyk: angličtina
Zdroj: Nurse education today [Nurse Educ Today] 2016 Oct; Vol. 45, pp. 16-21. Date of Electronic Publication: 2016 Jun 18.
DOI: 10.1016/j.nedt.2016.06.007
Abstrakt: Background: Problem-based learning (PBL) is a method used to develop cognitive and metacognitive skills in nursing students.
Objectives: The present study was conducted to compare the effects of PBL and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course.
Design: The present study was conducted with a quasi-experimental, single group, pretest-posttest design.
Methods: A group of third-year nursing students (n=40) were recruited from Khorramabad School of Nursing and Midwifery in the west of Iran. The lecture method was used in one group over the first eight weeks of the first semester and PBL was adopted in the second eight weeks. Standardized self-report questionnaires including The California Critical Thinking Skills Test-B (CCTST-B) and the Metacognitive Awareness Inventory (MAI) were administered before and after the use of each of the instruction methods. Data were analyzed in SPSS using the paired t-test.
Findings: No significant changes were observed in the students' critical thinking skills and metacognitive awareness after performing the lecture method. However, a significant increase was observed in the overall critical thinking score (P<0.01) and its sub-scales of evaluation and deduction (P<0.05) and in the overall metacognitive awareness score (P<0.001) after performing the PBL method.
(Copyright © 2016 Elsevier Ltd. All rights reserved.)
Databáze: MEDLINE
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