title: Critical Thinking and the Use of Nontraditional Instructional Methodologies.
abstract: BACKGROUND
  The purpose of this study was to examine the relationship between critical thinking and the use of concept mapping (CM) and problem-based learning (PBL) during care plan development.
  
  
  METHODS
  A quasi-experimental study with a pretest-posttest design was conducted using a convenience sample (n = 49) of first-semester undergraduate baccalaureate nursing students. Critical thinking was measured using the Holistic Critical Thinking Scoring Rubric. Data analysis consisted of a repeated measures analysis of variance with post hoc mean comparison tests using the Bonferroni method.
  
  
  RESULTS
  Findings indicated that mean critical thinking at phase 4 (CM and PBL) was significantly higher, compared with phase 1 (baseline), phase 2 (PBL), and phase 3 (CM [p < 0.001]).
  
  
  CONCLUSIONS
  The results support the utilization of nontraditional instructional (CM and PBL) methodologies in undergraduate nursing curricula.
authors.forename: Sabrina B
authors.initials: SB
authors.lastname: Orique
authors.forename: Mary Ann
authors.initials: MA
authors.lastname: McCarthy
mesh_terms: D000293:Adolescent; D000328:Adult; D003210:Concept Formation; D004508:Education, Nursing, Baccalaureate; D005260:Female; D006801:Humans; D008297:Male; D010347:Patient Care Planning; D018794:Problem-Based Learning; D013338:Students, Nursing; D013850:Thinking; D055815:Young Adult