Effect of Clinical Evaluation with Portfolio on Critical Thinking Skills of Nursing Students

Critical thinking is an essential part of nursing care, and developing critical thinking skills in nursing education is a priority. So, this research is to assess the effect of clinical evaluation with portfolio method on critical thinking skills of nursing students. Fifth semester nursing students of Nursing and Midwifery school in Tehran University of Medical Sciences participated in this quasi experimental research. These students were randomly divided into two groups of clinical evaluation through portfolio and routine methods. Both groups filled the Watson-Glaser Critical Thinking Appraisal Questionnaire at the beginning and end of clinical course. Data were analyzed by Fisher, Mann Whitney U, Wilcoxon, and Spearman tests. Results showed that all aspects of critical thinking skills had been improved in both groups. Statistically, comparing before- and after- course scores, skills advancement just in total score (p=0.005), and diagnosing propositions (p=0.002) and evaluation of reasons (p=0.015) in routine group were significant. Wilcoxon test results showed that total scores of critical thinking before and after intervention for each student in routine group were significantly different (p=0.005). But, the total score of critical thinking test in portfolio group showed no significant difference before and after intervention(p=0.303). Although, total test scores were more in portfolio group compared to routine group after intervention, Mann Whitney U test showed no significant difference (p=0.628). According to the findings, it can be concluded that although critical thinking scores increased in both groups after intervention, promotion of critical thinking was less in portfolio group compared to the routine group. Since previous researches have shown portfolios to improve critical thinking, more researches are recommended to be conducted to evaluate their clinical function in nursing education.