The Effects of a Case-Based Learning Method Combined with Concept Mapping and Reflective thinking on the Level of Critical Thinking among Nursing Students in Pattani

Abstract

This one-group pretest-posttest design quasi-experimental research aimed to study: 1) the level of critical thinking among nursing students on Pattani Campus of Prince of Songkhla University, 2) the effects of a new case-based learning method, combined with concept mapping and reflective thinking, on the level of critical thinking, and 3) students’ opinion related to meaning, benefits and barriers of studying with the case-based learning method. Sample was 34 junior nursing students, recruited on willingness. The instrument was a questionnaire, including demographic data and a critical thinking assessment form. Reliability of the instrument was established by using Kuder–Richardson (KR-20) method, with the result of 0.73. Data were analyzed using descriptive statistics, dependent t-test, as well as content analysis for qualitative data from focus groups. Content analysis was based on students’ perception of the case-based learning method combined with concept mapping and reflective thinking on critical thinking. They defined critical thinking as a step-by-step process of careful thought before making a decision including available information before the conclusion. These teaching techniques encouraged students to be enthusiastic and alert while studying new knowledge.

Results showed that most of the participants had pretest critical thinking ability at a moderate level (M=23.76, SD=2.52). Teaching by using the case-based learning method in conjunction with concept mapping and reflective thinking was statistically significant (t=-4.58, P<.01) on critical thinking. Moreover, content analysis was based on students’ perception of the case-based learning method combined with concept mapping and reflective thinking on critical thinking. They defined critical thinking as a step-by-step process of careful thought before making a decision including available information before the conclusion. These teaching techniques helped students enthusiastic and alert to study new knowledge including working with a team. However, time-consuming was the barrier.

The findings suggest that the case-based Learning method combined with concept mapping and reflective thinking could promote critical thinking among nursing students. This method seems to be suited for both theory and practicum.