title: Comparing the effects of problem-based learning and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course.
abstract: BACKGROUND
  Problem-based learning (PBL) is a method used to develop cognitive and metacognitive skills in nursing students.
  
  
  OBJECTIVE
  The present study was conducted to compare the effects of PBL and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course.
  
  
  METHODS
  The present study was conducted with a quasi-experimental, single group, pretest-posttest design.
  
  
  METHODS
  A group of third-year nursing students (n=40) were recruited from Khorramabad School of Nursing and Midwifery in the west of Iran. The lecture method was used in one group over the first eight weeks of the first semester and PBL was adopted in the second eight weeks. Standardized self-report questionnaires including The California Critical Thinking Skills Test-B (CCTST-B) and the Metacognitive Awareness Inventory (MAI) were administered before and after the use of each of the instruction methods. Data were analyzed in SPSS using the paired t-test.
  
  
  RESULTS
  No significant changes were observed in the students' critical thinking skills and metacognitive awareness after performing the lecture method. However, a significant increase was observed in the overall critical thinking score (P<0.01) and its sub-scales of evaluation and deduction (P<0.05) and in the overall metacognitive awareness score (P<0.001) after performing the PBL method.
authors.affiliation: School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran. Electronic address: mohammad13565@yahoo.com.
authors.forename: Mohammad
authors.initials: M
authors.lastname: Gholami
authors.affiliation: School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran. Electronic address: Parastou_Ko@Yahoo.com.
authors.forename: Parastou Kordestani
authors.initials: PK
authors.lastname: Moghadam
authors.affiliation: School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran. Electronic address: F_mohamadipoor@yahoo.com.
authors.forename: Fatemeh
authors.initials: F
authors.lastname: Mohammadipoor
authors.affiliation: School of Health, Lorestan University of Medical Sciences, Khorramabad, Iran. Electronic address: Tarrahi_mj@yahoo.com.
authors.forename: Mohammad Javad
authors.initials: MJ
authors.lastname: Tarahi
authors.affiliation: Social Determinants of Health Research Center, Lorestan University of Medical Sciences, Khorramabad, Iran. Electronic address: Mandana_saki@yahoo.com.
authors.forename: Mandana
authors.initials: M
authors.lastname: Sak
authors.affiliation: School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran. Electronic address: tolabi.t@lums.ac.ir.
authors.forename: Tahereh
authors.initials: T
authors.lastname: Toulabi
authors.affiliation: School of Nursing and Midwifery, Student Research Committee, Lorestan University of Medical Sciences, Khorramabad, Iran. Electronic address: amir.ho3ein19955313@gmail.com.
authors.forename: Amir Hossein Hossein
authors.initials: AH
authors.lastname: Pour
mesh_terms: D064648:Critical Care Nursing / Q000193:education*; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D006801:Humans; D007492:Iran; D008297:Male; D000067489:Metacognition; D018794:Problem-Based Learning; D013338:Students, Nursing / Q000523:psychology*; D013850:Thinking; D055815:Young Adult
keywords: Critical thinking; Metacognitive awareness; Nursing education; Problem-based learning