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Improvement of nursing students' critical thinking skills through problem-based learning in the People's Republic of
Haobin Yuan1, Wipada Kunaviktikul, Areewan Klunklin
1Faculty of Nursing, Chiang Mai University, Chiang Mai, Thailand, and School of Nursing, Fudan University, Shanghai, China. haobinfriend@163.com
Abstract:
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.
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