I thank the faculty of the University of Natal, represented by Professor Leana Uys, for their contribution to the implementation and development of the case-based curriculum in UAB. To the managers of the Institutes of Nursing where this research was conducted, thank you for your contribution. Since then, these institutions have become the leading suppliers of nursing staff in the UAE.
The Institutes of Nursing have a major involvement in decision-making and shaping health policy within the UAE. The staff at the MOH Institutes of Nursing in the UAE have recognized the importance of critical thinking in nursing education. In other words, the purpose of the present study is to compare differences in the critical thinking skills of participants in the two types of nursing education programs mentioned above.
This model aptly illustrates the interaction of attitude, knowledge and skills in the resulting levels of critical thinking achieved in nursing curricula. This was the first consensus of the domain of CT among experts in the field (Facione &. Facione, 1998). A full description of an ideal critical thinker appears in the "definition of terms / critical thinking" section.
However, this additional skill is not targeted on the California Test of Critical Thinking Skills (CCTST).
Analysis
Deductive reasoning as used in the CCTST subscale implies the assumed truth of the premises, which is assumed to require the truth of the conclusion. Measure level critical thinking skills of third-year students in a CBL degree nursing program. For Norris, this complex is highly sensitive to context, i.e., the nature of the problem itself, the environment in which it is presented, and the nature of the agents involved.
The students are then the followers of the teacher's directions and passive recipients of information. The lesson in the traditional didactic instruction format usually starts with a review of the previous lesson. In this way, students gain a better and deeper understanding of the concept discussed in the case.
Third, it increases students' responsibility for their own and group learning. Group interaction promotes peer acceptance and helps socialize as professional nursing students. Discussion and students' background thinking are the main components of CBL.
He/she helps the flow of the discussion and helps clarify and/or emphasize what are thought to be important points about the case (Abboud, 2000; Andrews & Jones, 1996; Mulholland, 1994). The teacher encourages explaining the case and examining the characters' actions in light of the students' own decisions (Waterman & Stanley, 1996). The results show that 93% of the students agreed that they enjoyed the case-based learning and 85% agreed that they learned more than they would have in the traditional method.
In addition, Form B parallels Form A in terms of the length of each item and the overall order of items in the test. The results of this pilot study helped to assess their English comprehension of the test. Descriptive statistics were used to analyze the demographic data of the participating students, i.e. mean, standard deviation, and overall item analysis of critical thinking scores were calculated for each group.
Despite the aforementioned limitations, this study is considered a landmark study on CT in nursing education in the Persian Gulf. This chapter presents the characteristics of the sample, the descriptive statistics of the overall results in the KVKTF and the comparison of the performance of the participants in the KKTVP in the two educational programs under study; namely traditional and case-based learning.
TOTAL ANAL EVAL INtR
Data from each of the two groups were collected and organized in tabular, graphical and textual form. Descriptive statistics, for example, ranges, means and standard deviations were calculated to describe CT abilities for each of the two groups of participants (see Table 4). The table shows that the results of participants in traditional and CBL programs are different.
The mean CCTST score for participants in the CBL program in this study was higher than for those in the traditional program. The scores for CT were extremely different both on the total mean score and much higher on each subscale with those for CBL. This implies that CBL students performed better in the total and all subscales (analysis, evaluation, inference, deduction and induction).
The independent sample t-test was calculated to test for significance in the variations of the CCTST and the subscale scores between the two groups. The data in Table 5 indicate that the participants in the CBL program had a higher level of CT ability than the participants who underwent a traditional nursing program, as measured by total CCTST scores df= 101, n = . 00). The mean difference indicates the difference between the mean scores of the. traditional program group and the CBL program group.
For example, the mean difference. 4.34) in CCTST Total represents the subtraction of the case-based total mean. Data from the findings of this study support the initial research hypothesis that nursing students in the CBL group would receive and achieve significantly higher scores in this. This is because the CBL program engages them in an active, task-based, learner-centered approach that stimulates their cognitive processes and makes them agents in their own learning.
It depicts boxplots of the total CCTST and its subscales in the traditional and CBL programs. The figure further reveals that the scores obtained by the CBL program group are higher than those obtained by the traditional program group on the total CCTST and the five subscales, that is, analysis, evaluation, inference, deduction and induction (see Figure 2).
GROUP
It should be noted, however, that this study did not seek to determine whether or not critical thinking instruction occurred in CBL classrooms. Camiah also suggests that the more student-centered approach to education, such as CBL, develops critical thinking skills. The beliefs of these authors support the need for educational research to determine how these critical thinking skills are acquired.
This is essential to meet the complex demands of healthcare delivery in the coming decades in terms of enhancing critical thinking skills and their implementation. Critical thinking should be applied to nursing activities in the workplace through on-the-job training after graduation. Promoting analytical and critical thinking in nursing: with particular emphasis on post-registration education of qualified nurses and midwives [introductory].
Using the Watson-Glaser Critical Thinking Assessment to predict success in a baccalaureate nursing program. The relationship between nursing clinical decision-making skills and general critical thinking skills of senior nursing students in four types of nursing programs. Decision-making skills and critical thinking ability among associate degree, diploma, diploma, and master's degree nurses.
Critical thinking ability and clinical decision-making skills among senior nursing students in associate and baccalaureate programs in Korea.
APPENDIX A
34;In a scientific study of college women who smoked one or more packs of cigarettes per day for at least two years, 85% of women who quit smoking showed a 15% improvement in lung capacity within 45 days of quitting. That this improvement could have occurred randomly or by chance was ruled out experimentally with a high level of confidence. "If the information in this case were true, which of the following hypotheses would not have to be ruled out to confirm the claim that in approximately 85 out of 100 adults who smoke one or more packs of cigarettes per day for at least two years, a 15% improvement in lung capacity can be achieved within 45 days of quitting smoking.
A= Improvement in lung capacity is limited to women, but improvement in lung capacity will not be seen in men who stop smoking. B= Since smokers underreport the amount they actually smoke, the actual relationship between quitting and lung capacity improvement is greater than indicated. C= Since the women studied were predominantly Hispanic or Asian, these findings do not apply to the general adult population of the United States.
D= Since college officials failed to keep this research project confidential, the college women and the scientists involved knew the purpose of the study. E= In university women, changes in lung capacity are the result of other factors, such as changes in physical fitness, health, blood pressure and fatigue level.
APPENDIXB
