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Improvement of nursing students' critical thinking skills through problem‐based learning in the People's Republic of China: A quasi‐experimental study
Author(s) -
Yuan Haobin,
Kunaviktikul Wipada,
Klunklin Areewan,
Williams Beverly A.
Publication year - 2008
Publication title -
nursing and health sciences
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.563
H-Index - 47
eISSN - 1442-2018
pISSN - 1441-0745
DOI - 10.1111/j.1442-2018.2007.00373.x
Subject(s) - critical thinking , test (biology) , psychology , china , significant difference , nursing , problem based learning , nurse education , medical education , mathematics education , medicine , paleontology , political science , law , biology
A quasi‐experimental, two‐group pretest–post‐test design was conducted to examine the effect of problem‐based learning on the critical thinking skills of 46 Year 2 undergraduate nursing students in the People's Republic of China. The California Critical Thinking Skills Test Form A, Chinese‐Taiwanese version was used as both a pretest and as a post‐test for a semester‐long nursing course. There was no significant difference in critical thinking skills at pretest, whereas, significant differences in critical thinking skills existed between the problem‐based learning and lecture groups at post‐test. The problem‐based learning students had a significantly greater improvement on the overall California Critical Thinking Skills Test, analysis, and induction subscale scores compared with the lecture students. Problem‐based learning fostered nursing students' critical thinking skills.