Non-traditional teaching methods significantly improve critical thinking skills in nursing students compared to control groups¶

Claim · All claims
Evidence · 1 study · quant-synthesis r1 · q3 · i1 small
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i1 Across six CCTST datasets, non-traditional teaching methods produced significantly higher critical thinking skills than control groups (SMD 0.29, 95% CI 0.10–0.48, p = 0.003). → Lee JuHee 2016

Evidence¶

Lee JuHee 2016¶

Lee JuHee, Lee Yoonju, Gong SaeLom, Bae Juyeon, Choi Moonki. (2016). A meta-analysis of the effects of non-traditional teaching methods on the critical thinking abilities of nursing students. BMC Medical Education. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5025580/

q3 · i1 · quant-synthesis · r1

Meta-analysis using random effects model of six CCTST datasets from five studies (pooled n = 452; experimental = 230, control = 222). Found teaching methods "were also had significantly more effects when compared to the control groups" with SMD = 0.29, 95% CI 0.10–0.48, p = 0.003. High heterogeneity I² = 79%.

"And six CCTST datasets showed the teaching and learning methods in these studies were also had significantly more effects when compared to the control groups (SMD: 0.29, 95 % CI: 0.10–0.48, p = 0.003)."

Discussion¶

Learner Variables¶

Critical Thinking — outcome: instruction changes it

Commercialized critical thinking measures have limited validity for nursing-specific contextual performance — related
Non-traditional teaching methods significantly improve critical thinking dispositions in nursing students compared to control groups — related
PBL shows significant advantages in critical thinking compared with traditional education or team-based learning in nursing and clinical student populations — a narrower finding that bears on this claim
CCTDI subscale improvements favour non-traditional methods on six of seven dispositions, with maturity not reaching significance — related
TPS students scored significantly higher than Non-TPS students on posttest CT subscale scores — a narrower finding that bears on this claim

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