THE EFFECTS OF TEACHING AND LEARNING MANAGEMENT BY USING PROBLEM-BASED LEARNING ON CRITICAL THINKING ABILITY AND KNOWLEDGE OF NURSING STUDENTS AT BOROMARAJONANI COLLEGE OF NURSING, SUPHANBURI
Keywords:
Problem-Based Learning (PBL), Critical Thinking, Knowledge, Nursing StudentsAbstract
Teaching in the 21st century emphasizes student-centered learning to foster critical thinking and problem-solving skills. This quasi-experimental research aimed to study the effects of problem-based learning (PBL) on critical thinking abilities and knowledge of nursing students. The study employed a pretest-posttest design with a control group. The population consisted of 119 second-year nursing students from Boromarajonani College of Nursing, Suphanburi, with a sample of 98 students meeting the inclusion criteria. The students were divided into two groups of 49 each, matched based on similar characteristics and randomly assigned to either the control or experimental group. Data were collected one week before and after the intervention. The research instruments included a teaching guide for problem-based learning, a critical thinking ability test, and a knowledge test, with reliability coefficients of 0.75 and 0.71, respectively. Data were analyzed using descriptive statistics and t-tests. The results indicated that the mean critical thinking ability score after problem-based learning (M=24.78) was higher than before the intervention (M=23.86). However, the difference was not statistically significant (t=-1.840, p-value=.072). Regarding knowledge, the experimental group had a higher proportion of students with low knowledge levels (≤16 points) compared to the control group (77.60% vs. 63.30%). The control group had a higher mean knowledge score than the experimental group (14.84, SD=3.01 vs. 14.43, SD=0.20), but the difference was not statistically significant (t=1.348, p-value=.181)
In conclusion, problem-based learning can enhance critical thinking abilities in nursing students. Therefore, it is recommended that problem-based learning should constitute at least 50% of the course content in every subject to promote overall critical thinking ability, particularly in data collection and reasoning evaluation.
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