Effect of Problem-Based Learning on Problem Solving, Critical Thinking Skills, and Metacognitive Awareness of Critical Care Nursing Students

Abstract

Context: Problem-based learning should be formally integrated into the curriculum because it enhances students’ knowledge, reasoning abilities, and study skills while also supporting the development of clinical reasoning and critical thinking processes.

Aim: This study aimed to evaluate the effect of problem-based learning on problem-solving, critical thinking skills, and metacognitive awareness among critical care nursing students.

Methods: A quasi-experimental design with study and control groups was adopted to accomplish the objective of this study. The study was conducted in the classroom and the nursing skills laboratory at the Technical Institute of Nursing, Cairo University. A Convenience sample included all available students (60 students), divided into two groups of 30, comprising 30 first-year students from the Technical Institute of Nursing, Cairo University. Five tools were used in this study. They are a self-administered questionnaire, the Problem-Solving Process Measurement Scale, the Critical Thinking Disposition (CTD) scale, the Metacognitive Awareness Inventory scale, and the Course Experience Questionnaire (CEQ).

Results: Before applying problem-based learning, there were no statistically significant differences between the control group (n=30) and the study group (n=30) regarding problem-solving skills (66.00±5.53 vs. 66.73 ± 4.58; p=0.516), critical thinking (49.50±3.60 vs. 51.30±5.76; p=0.139), metacognitive awareness (81.13±5.05 vs. 81.80±8.01; p=0.677), or overall skills score (196.63±8.87 vs. 199.83±9.98; p=0.189). Following the implementation of problem-based learning, the study group demonstrated markedly higher scores than the control group in problem-solving skills (144.76±1.79 vs. 82.00±7.84), critical thinking (130.73±1.89 vs. 74.60±6.61), metacognitive awareness (251.53±3.10 vs. 134.53±10.65), and total skills score (527.03±4.47 vs. 291.13 ± 16.31), with highly statistically significant differences (p≤0.001).

Conclusion: Problem-based learning positively influences critical care nursing students’ problem-solving abilities, critical thinking skills, and metacognitive awareness. It is recommended that problem-based learning be integrated throughout the nursing curriculum, along with providing faculty development programs to enhance educators’ competence in applying problem-based learning strategies.