Improvement in Critical Thinking Dispositions of Undergraduate Nursing Students Through Problem-Based Learning: A Crossover-Experimental Study.
Critical thinking (CT) is important to nursing education and practice. Although there is evidence that active learning approaches, such as problem-based learning (PBL), are effective in developing CT dispositions, the findings are inconclusive. This study examines the effect of PBL on the developmen...
| Publicado en: | Journal of Nursing Education Vol. 52; no. 10; pp. 574 - 582 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
SLACK Incorporated
Oct2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104139193&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104139193 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01484834 4C7 jtl: Journal of Nursing Education issn: 01484834 maglogo: N pubinfo: dt: Oct2013 vid: 52 iid: 10 pid: 1693 pub: SLACK Incorporated place: Thorofare, New Jersey artinfo: ui: 104139193 90498112 90498112 10.3928/01484834-20130924-02 NLM24063287 104139193 ppf: 574 ppct: 8 formats: tig: atl: Improvement in Critical Thinking Dispositions of Undergraduate Nursing Students Through Problem-Based Learning: A Crossover-Experimental Study. aug: au: Dehong Yu Yaqing Zhang Yun Xu Juemin Wu Caifeng Wang affil: Lecturer, School of Nursing, Shanghai Jiao Tong University, Shanghai, Peoples Republic of China sug: subj: Critical Thinking Problem-Based Learning Students, Nursing Clinical Competence Quasi-Experimental Studies Crossover Design Human Education Research Pretest-Posttest Design Descriptive Statistics Clinical Assessment Tools Random Assignment Female Male Paired T-Tests Young Adult P-Value Chi Square Test Questionnaires Outcomes of Education Female Male ab: Critical thinking (CT) is important to nursing education and practice. Although there is evidence that active learning approaches, such as problem-based learning (PBL), are effective in developing CT dispositions, the findings are inconclusive. This study examines the effect of PBL on the development of CT dispositions in nursing students using a crossover-experimental study in a course offered to nursing students in China. All students were randomly assigned to two parallel groups, with one group receiving PBL and the other receiving lecture-based learning (LBL) as a control. The CT Dispositions Inventory-Chinese Version was administered before and after the semester-long course. Data were collected at three time points. No significant differences between groups were noted in overall and sub-scale scores at baseline; however, pronounced differences in overall posttest scores existed between the PBL and LBL groups. Thus, PBL learning significantly enhanced the CT dispositions of nursing students enrolled in Medical--Surgical Nursing II. [J Nurs Educ. 2013;52(10):574-581.] pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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