| Impact of Problem-Based Learning on Students` Critical Thinking Dispositions, Knowledge Acquisition and Retention
Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.14, 2014
www.iiste.org
Impact of Problem-Based Learning on Students`Critical Thinking
Dispositions, Knowledge Acquisition and Retention
Ahlam EL-Shaer* and Hala Gaber.
Lecturer of Nursing Administration, Faculty of Nursing, Mansoura University, Egypt
* E-mail of the corresponding author:Ahmedshawky55@hotmail.com
Abstract
Background: The recent campaign seeks to shed light on the move to a new delivery system approach in nursing schools, where student centered learning such as problem-based learning (PBL) was introduced to replace the teacher centered learning in an effort to promote nursing students critical thinking ability, enhance their knowledge acquisition and retention, autonomy, and professional identity. Aim: to examine the impact of problem based learning on students' critical thinking dispositions, knowledge acquisition and retention.
Methods: The study was used quasi-experimental design and conducted at the Nursing Administration
Department, Faculty of Nursing, Mansoura University. The total number of the nursing students enrolled in the
3rd year (2011-2012) (n= 385 nursing students) Only 200 students, were agreed to participate in this study, which divided randomly into two groups. 100 students were experimental group and100 students were control group. Data was collected by using three tools: The California Critical Thinking Disposition Inventory (CCTID) questionnaire. It was developed by Facione & Facione (1992), to measure the student's disposition of critical thinking. Student guide and four ill structure scenario, It was developed by the researchers about actual or potential problems related to four managerial skills namely (motivation, manage change, leadership, and communication), and Knowledge test, which developed by the researchers, used to assess students knowledge acquisition and retention. Conclusion: There were statistical
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.14, 2014
www.iiste.org
Impact of Problem-Based Learning on Students`Critical Thinking
Dispositions, Knowledge Acquisition and Retention
Ahlam EL-Shaer* and Hala Gaber.
Lecturer of Nursing Administration, Faculty of Nursing, Mansoura University, Egypt
* E-mail of the corresponding author:Ahmedshawky55@hotmail.com
Abstract
Background: The recent campaign seeks to shed light on the move to a new delivery system approach in nursing schools, where student centered learning such as problem-based learning (PBL) was introduced to replace the teacher centered learning in an effort to promote nursing students critical thinking ability, enhance their knowledge acquisition and retention, autonomy, and professional identity. Aim: to examine the impact of problem based learning on students' critical thinking dispositions, knowledge acquisition and retention.
Methods: The study was used quasi-experimental design and conducted at the Nursing Administration
Department, Faculty of Nursing, Mansoura University. The total number of the nursing students enrolled in the
3rd year (2011-2012) (n= 385 nursing students) Only 200 students, were agreed to participate in this study, which divided randomly into two groups. 100 students were experimental group and100 students were control group. Data was collected by using three tools: The California Critical Thinking Disposition Inventory (CCTID) questionnaire. It was developed by Facione & Facione (1992), to measure the student's disposition of critical thinking. Student guide and four ill structure scenario, It was developed by the researchers about actual or potential problems related to four managerial skills namely (motivation, manage change, leadership, and communication), and Knowledge test, which developed by the researchers, used to assess students knowledge acquisition and retention. Conclusion: There were statistical