The Effects of Havruta-Based Nursing Process Instruction on Critical Thinking Disposition, Problem-Solving Ability, and Nursing Process Competency in Nursing Students
TL;DR
It is suggested that Havruta-based nursing process classes may improve nursing students’ critical thinking disposition, problem-solving ability, and nursing process competency.
Abstract
This study was conducted to examine changes in nursing students’ critical thinking disposition, problem-solving ability, and nursing process competency after Havruta-based nursing process classes. A one-group pretest-posttest design was used. The participants were 47 second-year nursing students enrolled in a nursing process course at a university located in M city. The Havruta-based nursing process classes were implemented for 12 weeks within a 15-week curriculum. Each 100-minute class consisted of 50 minutes of traditional instructor-led lectures and 50 minutes of peer-teaching Havruta activities. Data were analyzed using paired t-tests. Additionally, Pearson’s correlation coefficients were calculated to examine the relationships among the variables after the classes. Following the intervention, critical thinking disposition, problem-solving ability, and nursing process competency significantly increased. Significant positive correlations were found among the three variables after the classes. These findings suggest that Havruta-based nursing process classes may improve nursing students’ critical thinking disposition, problem-solving ability, and nursing process competency. Further studies with a control group are needed to verify the effectiveness of this instructional method.