The effects of two educational methods, classic and critical thinking strategies, on the stable learning of nursing students

Introduction: This is a quasi-experimental study which was performed to assess the effects of two educational methods, classic and critical thinking strategies, on the stable learning of nursing students in nursing and paramedicine faculty of Semnan University of medical science in year 1380. Material and Methods: Research society was consisted of nursing students, in which, seventeen students were chosen. In this study, two point gastroenterology nursing course was divided to two parts (each consist of one unit). One part was upper GI diseases nursing and other was lower GI disease nursing. Primary part was educated with classic method and secondary part with critical thinking strategies method. Post test of each part was performed independently and one-week later at the end of each part. In order to assess the stable learning rates of students, repetition of post test of each part were done within 3 month intervals (12 week) after primary post test of same parts without pre-informing of students. Furthermore, in this study, in order to assess the effects of learning with CTS methods on critical thinking skills of students, critical thinking skills levels of students in the beginning and the end of course, evaluated with California critical thinking skills test (CCTST). SPSS software was used to analyze data. Results: Result of the research showed that high percentage of samples was female with mean age of 20.46 years old. This study also revealed that students achieved were obtained above 60% of scores of post test of same course in both methods classic method 78.8% and CTS method 85.6% relatively. It was showed that both methods could to be cause of stable learning, but comparison of mean differences of scores of both parts, showed no significant differences. Thus, this result revealed that there were no significant differences between two methods with regard to stable learning. Comparison of means of students scores in critical thinking skills test in the beginning (10.12) and at the end (11.53) of course, showed that critical thinking skill level of students increases significantly at the end of course (p=0.001). Conclusion: The results of study showed that both methods (classic and CTS) can cause of stable learning at nursing students, but higher in CTS method generating. In addition, CTS method could improve critical thinking skills level of students.