The relationship between Blended Methods in Clinical Nursing Process learning with Critical Thinking Skills in Nursing Students: A quasi experimental study

Background: Nurses need to think critically to provide effective care. Nurses use critical thinking skills (CTS) every day to care based on nursing process (NP). Caring and CT are at the core of professional nursing education. The aim of the study was to determine the relationship between NP blended learning methods with CT. Methods: This study is a quasi-experimental cross-sectional educational evaluation, which was performed on ۲۶ undergraduate students in their third semester. According to the training program, these students were divided into ۴ groups. Data collected by checklist of NP scores and California Critical Thinking Skills Test form-B, before and after two steps, ۶ day intervention by blended learning. Results: Paired t-test showed that except for the stage of review and recognition of this difference in other states and in the total score was significant which indicates the effect of combined education on learning the clinical NP in students. Before education, ۹۵.۷% of students had strong CT, which reached ۱۰۰% after education. A significant relationship was observed between the total score of the second stage clinical NP and deductive reasoning after training (P= ۰.۰۴). There was no significant relationship between the total score of the clinical NP and the total score of CT in the two stages before and after training. Conclusion: these skills should be considered on nursing curriculum programs in blended methods and it seems the traditional methods cannot succeed in learning NP and CT.

Keywords:

Blended learning , Nursing Process , Critical Thinking , Student