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This quasi-experimental research aimed to compare reflective thinking’s behaviors of nursing students before and after teaching method using the project based-learning. The samples were 139 nursing students in the 2nd year, academic year 2017 of Boromarajonani College of Nursing, Buddhachinaraj, registered for ethics and laws for nursing profession course. The tools used in the study included the project based-learning lesson plans created from Kalyanamits for Buddhist Networks11; and tools to collect data: a demographic data form and reflective thinking’s behavior questionnaire translated and developed by the researchers from Kember ,etal.6, consisted of 16 items. The data were analyzed by frequency, percentage, mean, standard deviation, and
Dependent T-test. The results of the study showed that after they were taught by using the project basedlearning, the samples had a statistically significant higher overall reflective thinking’s behavior scores than those before taught (p< .001). Considering in each dimension, the results showed that each dimension had a statistically significant higher reflective thinking’s behavior scores than those before taught: from high to low scores as follows: understanding, reflection, critical reflection, and habitual action, respectively (p<.001).
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