Exploring creativity and critical thinking in traditional and innovative problem-based learning groups.

Area of Science:

• Nursing Education
• Pedagogy
• Qualitative Research

Background:

• Critical thinking and creativity are essential for effective nursing practice.
• Problem-based learning (PBL) aids in developing problem-solving skills.
• Innovative PBL activities, such as creative arts and role-playing, are under-explored for enhancing learning outcomes.

Purpose of the Study:

• To investigate nursing students' attitudes toward problem-based learning (PBL).
• To assess the impact of creative activities within PBL on students' perceptions of creativity and critical thinking.
• To explore the relevance of these skills to nursing education and clinical practice.

Main Methods:

• An exploratory qualitative study involving 100 nursing students.
• Seven semi-structured focus groups were conducted, with two groups engaging in innovative activities (songwriting, poetry, role-play) and five in standard PBL.
• Thematic analysis was used to analyze the qualitative data.

Main Results:

• Three key themes emerged: perceptions of PBL, creative thinking, and critical thinking.
• Students generally considered critical thinking more vital than creativity for PBL and clinical practice.
• Students in innovative groups reported a stronger perceived connection between critical thinking/creativity and nursing care compared to standard groups.

Conclusions:

• Problem-based learning significantly enhances students' critical thinking and problem-solving abilities.
• Creative activities integrated into PBL, such as composing songs, writing poems, and role-playing, significantly improved students' awareness of the links between critical thinking, creativity, and nursing care.
• Nursing educators should incorporate diverse creative activities into PBL curricula to better prepare future nurses for clinical practice.