A comparison of problem-based and traditional education on nursing students’ critical thinking dispositions

Öztürk, Candan; Muslu, Gonca Karayağiz; Dicle, Aklime

doi:10.1016/j.nedt.2007.10.001

Cited by 108 publications

(100 citation statements)

References 18 publications

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“…Determining the critical thinking levels of students in undergraduate nursing schools is important in terms of planning interventions in this area and establishing the methods of education that should be used (Ozturk et al, 2008). Several barriers to teaching for CT were found in baccalaureate programs including student resistance to active learning, inadequate class time, insufficient time to prepare CT activities, and need to cover content.…”

Section: Discussionmentioning

confidence: 99%

“…It is a part of professionalism and included within undergraduate nursing school curricula and is a part of the criteria for the accreditation and assessment of undergraduate and graduate nursing education programs. Determining the critical thinking levels of students in undergraduate nursing schools is important in terms of planning interventions in this area and establishing the methods of education that should be used (Ozturk et al, 2008). Soon after this, healthcare accreditation agencies around the world moved to include critical thinking as a requirement for nurses when making clinical judgments concerning care provision (Simpson &Courtney,2008).…”

Section: Introductionmentioning

confidence: 99%

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Critical Thinking Dispositions and Learning Styles of Baccalaureate Nursing Students and its Relation to Their Achievement

Mahmoud

2012

IJLD

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Background: In a contemporary healthcare environment characterized by rapidly-changing developments and relentlessly-increasing knowledge, professional nurses need to develop critical thinking skills that will provide them with expertise in flexible, individualized, situation-specific problem solving. Therefore, nursing education strives to facilitate the development of students" critical thinking through the appropriate instructional approaches. Developing critical thinking and knowledge of different learning styles among the student population are important in designing curricula, and adopting teaching methods that to promote student learning is a crucial part of ensuring that students engage positively with content and develop the deep learning skills needed for lifelong learning. Assessment of LS and CTD should be given more attention by nurse educators because teaching students according to their learning ability will nurture their CTD, increase their ability to process information, and enhance academic performance. Aims: The present study aims to determine baccalaureate nursing students" critical thinking dispositions and learning styles and its relation to their achievement. Design: The study will use descriptive correctional study. Methods: The study was conducted at Faculty of Nursing at King Khalid University, Saudi Arabia. All nursing students, enrolled in the Faculty of Nursing from three levels of academic year, fourth, sixth, and eighth at the time of the study of the academic year

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Critical Thinking Dispositions and Learning Styles of Baccalaureate Nursing Students and its Relation to Their Achievement

Mahmoud

2012

IJLD

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“…Joe & Elizabeth, 1999;Magnusseen, Ishida, & Itano, 2000;Celia & Gordon, 2001;Cook & Moyle, 2002;Williams, 2002;Yuan & Qian, 2003;Wang, Lu, & Ze, 2004;Choi, 2004;Tiwari, Lai, So, & Yeun, 2006;Wang, Tsai, Chiang, Lai, & Lin, 2008;Yuan, Williams, & Fan, 2008;Ozturk, Muslub, & Diclea, 2008;Kek & Huijser, 2011;Martyn, Terwijn, Kek, & Huijser, in press;Choi, Lindquist, & Song, in press). For the CTD, PBL promoted the senior nursing students' truth-seeking and openmindedness (Tiwari et al, 2006;Ozturk et al, 2008). And PBL influenced the students' CTS (Williams, 2002;Martyn et al, in press;Choi et al, in press).…”

Section: Task-based Learning In Chemistry Experiments Teachingmentioning

confidence: 99%

Developing Students’ Critical Thinking Skills by Task-Based Learning in Chemistry Experiment Teaching

Zhou¹,

Huang²,

Tian³

2013

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“…Failure to teach CT at the university level can produce health care professionals devoid of this skill, which carries drastic consequences for the safety and proper treatment of patients in health care settings (11) . Experimental studies have shown favorable results from strategies for Problem-Based Learning (PBL) (12)(13)(14) and the concept map (15)(16) in developing CT in nursing students. However, no systematic reviews (SR) of quantitative studies that sought to evaluate the effectiveness of these strategies were identified in the literature; thus, the need was indicated for an SR on qualitative studies of CT (9) .…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of teaching strategies on the development of critical thinking in undergraduate nursing students: a meta-analysis

Oliveira¹,

Díaz

Carbogim

et al. 2016

Rev. esc. enferm. USP

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Effectiveness of teaching strategies on the development of critical thinking in undergraduate nursing students: a meta-analysis To evaluate the effectiveness of teaching strategies used for development of critical thinking (CT) in undergraduate nursing students. Method: Systematic review with meta-analysis based on the recommendations of the Joanna Briggs Institute. Searches were conducted in the following databases: PubMed, CINAHL, EMBASE, Web of Science, SCOPUS, LILACS, Cochrane CENTRAL, PsycINFO, ERIC, and a database of theses from four continents. The initial selection and evaluation of studies and assessment of methodological quality was performed by two reviewers independently. Results: Twelve randomized clinical trials were included in the study. In the metaanalysis of the four studies included that evaluated the strategy of problem-based learning (PBL), compared to lectures, the effectiveness of PBL was demonstrated with statistical significance (SMD = 0.21 and 95% CI = 0.01 to 0.42; p = 0.0434) for the development of CT in undergraduate nursing students, and the studies were homogeneous (chisquare = 6.10, p = 0.106). Conclusion: The effectiveness of PBL was demonstrated in the increase of overall CT scores. Further studies need to be conducted in order to develop, implement and evaluate teaching strategies that are guided in high methodological rigor, and supported in theoretical models of teaching and learning.

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A comparison of problem-based and traditional education on nursing students’ critical thinking dispositions

Cited by 108 publications

References 18 publications

Critical Thinking Dispositions and Learning Styles of Baccalaureate Nursing Students and its Relation to Their Achievement

Critical Thinking Dispositions and Learning Styles of Baccalaureate Nursing Students and its Relation to Their Achievement

Developing Students’ Critical Thinking Skills by Task-Based Learning in Chemistry Experiment Teaching

Effectiveness of teaching strategies on the development of critical thinking in undergraduate nursing students: a meta-analysis

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