Implementing Different Learning Strategies: It’s Effect on Nurse Students Critical Thinking Dispositions

Abstract

Background: Interactive approach during the lecturing method encourages students' CTDs, during the interactive lecture a combination of educational methods are used. Aim of the study: determine the effect of implementing different learning strategies on developing nursing students' critical thinking disposition. Design: experimental research design, (Experimental and control group). Setting: Technical institute of nursing that affiliated to Tanta University. Subjects: 252 nursing students divided into two main equal groups one as experimental and second for control group, each group contained (126) nursing students. Tools of data collection: Critical Thinking Knowledge Questionnaire sheet, and California Critical Thinking Disposition Inventory (CCTDI). Results: At pre implementing different learning strategies phase minority of nursing students in both groups had satisfactory level in total critical thinking knowledge level and critical thinking disposition, with no statistically significant difference between both groups in this phase. Moreover, as observed the level of critical thinking knowledge and critical thinking disposition was improved markedly among interactive learning group, with highly statistically significant difference between both groups throughout learning strategies phases. Conclusion: The level of total critical thinking knowledge level and critical thinking disposition was improved markedly among interactive learning group compared to control group, with highly statistically significant difference between both groups throughout learning strategies. Recommendations: Nursing Educators must implement a variety of strategies to foster CTS and CTD; training and educational opportunities about critical thinking should be conducted.