The effects of teaching strategies on Saudi nursing students' critical thinking and academic performance : introducing PBL elements into a traditional course.

This study was built on the hypothesis that critical thinking is important for nursing education
and practice. The literature suggested that problem based learning (PBL) is an effective
strategy for developing critical thinking skills and other important skills for nursing students
such as interpersonal skills, problem solving, self-directed learning, knowledge retention,
bridging the gap between theory and practice, time management, and responsibility.
The aim of this study was to examine whether introducing PBL elements to a traditional
teaching course affects students' critical thinking dispositions and academic performance,
and to explore students' perceptions of implementing the PBL elements to their Critical Care
Nursing course and their perceptions of traditional teaching methods. This study used a
mixed methods approach, in which a quasi-experimental study was augmented by a
qualitative approach. The California Critical Thinking Disposition Inventory (CCTDJ) was
used to collect pre- and post-test quantitative data, whilst qualitative data were gathered from
students' reflective journals, field notes, observation of class sessions, and group discussions.
Sixty-eight third year nursmg students at King Abdul Aziz University Nursing School
participated in this study. Students were distributed randomly between an intervention group
and a control group. The quantitative findings indicated that the intervention group elevated
their critical thinking disposition. Moreover, they ultimately demonstrated a higher critical
thinking disposition than the control group. However, no significant differences were found
between the mean GP A of each of the groups. The qualitative data showed that the
intervention group was satisfied with implementing the PBL elements to their course;

although mentioning some limitations such as the work being time-consuming and applying
more loads on students. Students' reflections on the traditional approach indicated that they
were not satisfied with this approach.