Comparative study of TBL and LBL at the critical thinking ability of nursing students of high vocational school
10.3760/cma.j.issn.1674-2907.2015.36.033
- VernacularTitle:TBL和LBL教学模式对高职护生批判性思维能力影响的比较
- Author:
Xianhua FU
1
Author Information
1. 510925 广州医科大学卫生职业技术学院
- Keywords:
Critical thinking;
Nursing students of high vocational school;
TBL;
LBL
- From:
Chinese Journal of Modern Nursing
2015;(36):4440-4442
- CountryChina
- Language:Chinese
-
Abstract:
Objective To study the impacts of TBL and LBL teaching methods on the ability of critical thinking among college nursing students. Methods Two classes of nursing students of high vocational school were included. Class 1 ( n=97 ) was set as experimental group which employed TBL teaching method,, and class 2 (n=130) was set as control group which employed LBL teaching method. Students in both groups were tested twice for the critical thinking ability by the questionnaire of critical thinking disposition inventory-Chinese version ( CTDI-CV ) before and after the courses. The scores changing in ability of critical thinking were compared between two groups. Results Score of the critical thinking ability in the experimental group was increased from (242. 80 ± 24. 37) before the course to (252. 55 ± 25. 48) after the course. The difference was statistically significant. (t=2. 636,P<0. 01);92. 78% of the nursing students satisfied with the TLB teaching method. Score of students in the control group was(243. 28 ± 27. 39)before the course and was(239. 45 ± 28. 17) after the course, the difference was not statistically significant (t=1. 070,P>0. 05). Conclusions The TBL teaching method has contributed to the cultivation of the critical thinking ability, and was favored by the college-nursing students.
