Comparing the effects of problem-based learning and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course

Gholami, Mohammad and Kordestani Moghadam, Parastou and Mohammadipoor, Fatemeh and Tarahi, Mohammad Javad and Sak, Mandana and Toulabi, Tahereh and Hossein Pour, Amir Hossein (2016) Comparing the effects of problem-based learning and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course. Nurse Education Today, 45. pp. 16-21.

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Abstract

Background: Problem-based learning (PBL) is a method used to develop cognitive and metacognitive skills in nursing students. Objectives: The present studywas conducted to compare the effects of PBL and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course. Design: The present study was conducted with a quasi-experimental, single group, pretest-posttest design. Methods: A group of third-year nursing students (n=40) were recruited from Khorramabad School of Nursing and Midwifery in the west of Iran. The lecturemethod was used in one group over the first eightweeks of the first semester and PBL was adopted in the second eightweeks. Standardized self-report questionnaires including The California Critical Thinking Skills Test-B (CCTST-B) and the Metacognitive Awareness Inventory (MAI) were administered before and after the use of each of the instruction methods. Data were analyzed in SPSS using the paired t-test. Findings: No significant changes were observed in the students' critical thinking skills and metacognitive awareness after performing the lecture method. However, a significant increase was observed in the overall critical thinking score (P b 0.01) and its sub-scales of evaluation and deduction (P b 0.05) and in the overall metacognitive awareness score (P b 0.001) after performing the PBL method.

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