ArticleJournal of education and health promotion2025
Enhancing the critical thinking skills, and knowledge acquisition of nursing students using problem-based learning: A quasi-experimental study.
Article in Journal of education and health promotion, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundProblem-based learning (PBL) as a teaching methodology not only increases students' knowledge, but also fosters their critical thinking skills (CTS). We aimed to examine the impact of PBL regarding the enhancement of CTS, the acquisition of knowledge, and the perceptions of nursing students. MATERIALS AND
methodsThis quasi-experimental research was carried out in 2023 using a single-group pretest-posttest design. Individuals involved were 36 third-year bachelor of science nursing students from Sirjan School of Medical Sciences, Sirjan, Iran, through census sapling. Experimental intervention was the practice of a problem-centered learning approach for ten classroom sessions. Data were gathered at baseline and subsequently after the intervention through valid and reliable questionnaires. Students' perceptions of PBL experience (
resultsQuantitative analysis proved that there was a statistically meaningful difference in pre-test and post-test scores in relation to CTS (71.76 ± 7.80 vs. 130.35 ± 9.71), and knowledge acquisition (8.94 ± 2.06 vs. 12.25 ± 2.34), respectively. Also, the same statistically significant trend was observed between male and female participants (
conclusionsIt was found that problem-based learning has significant positive effects on the critical thinking and knowledge acquisition of nursing students. Therefore, problem-based learning can be used in nursing education for effective and proper training.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.