Nursing student the critical thinking development of the critical thinking education

Objectives: The research is planned as a "design study with a time series and nonequivalent control group" conducted in order to apply and evaluate the course "Critical Thinking in Nursing" prepared for contributing to the development of critical thinking skills of student nurses. Methodology: Research was conducted in Ege University School of Nursing in fall semester 2007-2008 academic year and the research population were total 318 students who were registered second and third classes. The sample of the research was set of total 78 students, 39 were experimental group and 39 control group. 39 voluntary students were control group who were chosen with simple random method. It is provided that matching the students in both groups on parameters like 2006-2007 academic year final grade success points mean and "Critical Thinking in Nursing" course in the sample selection. Socio demographic Features Data Form and, Following Tests (scenario exam assessments of 11 units') and Level Defining Tests were used as data collection tools. SPSS 15.0 package software program were used in evaluation of data and numbers, percentage estimation, arithmetic mean, t test and Pearson correlation analysis were used. A project support was taken from Adnan Menderes University Scientific Fund in this research. At the end of the research, course education materials were reorganized and carried a course book. Skill based critical thinking education program were conducted 14 week (two credit), 11 units, every unit theoretical knowledge, scenario studies, exercises and homework in the content of the course. Results: There was not statically significant difference between discussing and control groups about socio-demographic features of students who attended the research, it was seen that both of the group were homogenized. There was not statically significant difference between groups on academic success levels of students before course (p>0.05); there was not statically significant difference after the "Critical Thinking in Nursing" course (p<0.05). This difference originated from experimental group that had higher academic success scores from control group. It is observed that experimental group students had explicit increase on final grade success through the first unit to last unit in the course period. Students had finished the course successfully with the 71.37+/-8.36 final grade point mean. Conclusions: It is concluded that to improve the students' critical thinking course was helpful. To improve students' critical thinking presenting theoretical knowledge, scenario studies and making exercises, giving homework can be suggested, as implemented in this research. It can be developed tools for nurses for scale the critical thinking in our country.