Effect of Application Context Based Learning (CBL) and Traditional Learning on the Behavior, Attitude, Learning and Critical Thinking of Nursing Students Integration of Theory and Practice

Teaching communication skills, responsibility, honesty, self-awareness and critical thinking are the main indicators of learning in all modern student-centered methods. The aim of present study was to determine the effect of CBL (Context Base Learning) and traditional learning on the behavior, attitude, learning and critical thinking changes of B.Sc.-nursing students at Shahrekord Medical University in 1393. This was a Quasi-experimental research with pre-post test of control group. Samples were the seniors of nursing students, and they were divided into two groups randomly (Traditional and CBL). Students of each group completed two questionnaires before and after intervention, one questionnaire for evaluation of behavior and the other was for evaluation of attitude. Finally, these two points and learning points of students were compared to each other. Data belonged to CBL group showed mean scores of behavior, critical thinking and attitude increased after intervention while the meaningful relation, in this regard, was not observed within traditional group; although, the mean point of learning in both CBL and traditional groups increased on comparison with their behavior before intervention and this was statistically meaningful. In conclusion, application of CBL rather than traditional method may increase respect, self-awareness, self-evaluation, communication skills, and responsibility as well as motivation; furthermore, it leads to improve learning, applying theory to clinical practice and to enhance patient care.