Comparing the Effect of Problem Based Learning and Concept Mapping on Critical Thinking Disposition of Nursing Student

Tendecy to critical thinking and skills earning in university students are faced with difficulties. new teaching methods can increased continuous and efficient learning in nursing. The aim of this research is to compare the effect of two teaching methods based on problem solving and conceptual mapping on critical thinking of nursing students.
This interventional two group study, with pre tast-post test was perfomed on 32 nursing student in 2014. In the beginning critical thinking disposition was measured by CTDI. Subjects were divided randomaized in two groups [16 student in each group]. In each group, one of the teaching methods containing problem base learning [PBL] and concept mapping was execute. At least critical thinking disposition was measured once again. The data were collected and analyzed by using Spss software ,version 18 and indipendent and paired T-test.
In each group total score of critical thinking disposition was increased after executeing of two teaching methods PBL and concept mapping, but difference in PBL group was significant. The difference in critical thinking disposition submission such as open mindedness, self-confidence, inquisitiveness and maturity was significant and the score of learning group was higher by the problem-solving method but the difference was not significant in other critical thinking disposition submission such as truth seeking, systemacity and analyticity.
The results of this study shows that critical thinking disposition score in most of nursing student was uncertain. It is necessary to develope critical thinking disposition in nursing students and adjustment of stressful conditions in educational settings. With due attention to nursing students ruls in patient care, nursing teachers must be able to new teaching methods can increase continuous and efficient learning in nursing students.