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The purpose of this quasi-experimental study was to examine the effects of Problem-Based Learning on critical thinking among nursing students. Participants included 142 fourth-year undergraduate nursing students, who were enrolling in the “community health nursing II” course at one of nursing colleges of Praboromarajchanok Institute for Health Workplace Development. The instruments included the 7 steps of Problem-Based Learning and the critical thinking test, which was used for collecting data before the intervention and 1 month after the intervention. Descriptive statistics and the Wilcoxon Signed Ranks Test were used to analyze data. The purpose of this quasi-experimental study was to examine the effects of Problem-Based Learning on critical thinking among nursing students. Participants included 142 fourth-year undergraduate nursing students, who were enrolling in the “community health nursing II” course at one of nursing colleges of Praboromarajchanok Institute for Health Workplace Development. The instruments included the 7 steps of Problem-Based Learning and the critical thinking test, which was used for collecting data before the intervention and 1 month after the intervention. Descriptive statistics and the Wilcoxon Signed Ranks Test were used to analyze data.
The results showed the mean of overall critical thinking scores after the intervention was significantly higher than those of before the intervention (p< .05). The mean of inference subscale score after the intervention was significantly higher than those of before the intervention (p< .05). Findings indicated that Problem-Based Learning is an effective approach to enhance critical thinking of nursing students. Therefore, schools of health professional can utilize the PBL in variety of subjects of nursing field in order to improve critical thinking skill of 21th century learning and life-long learning of the students.
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