Abstract
BACKGROUND: Problem-based learning (PBL) as a teaching methodology not only increases students' knowledge, but also fosters their critical thinking skills (CTS). We aimed to examine the impact of PBL regarding the enhancement of CTS, the acquisition of knowledge, and the perceptions of nursing students. MATERIALS AND METHODS: This quasi-experimental research was carried out in 2023 using a single-group pretest-posttest design. Individuals involved were 36 third-year bachelor of science nursing students from Sirjan School of Medical Sciences, Sirjan, Iran, through census sapling. Experimental intervention was the practice of a problem-centered learning approach for ten classroom sessions. Data were gathered at baseline and subsequently after the intervention through valid and reliable questionnaires. Students' perceptions of PBL experience (n = 10) were obtained through a focus group discussion (FGD). For quantitative data, frequency count, mean, and standard deviation were used for the description of variables. Also, two independent samples t, paired t, Mann-Whitney U, and Wilcoxon tests were employed for inferential statistics. Qualitative data were examined through content analysis according to Graneheim and Lundman. RESULTS: Quantitative analysis proved that there was a statistically meaningful difference in pre-test and post-test scores in relation to CTS (71.76 ± 7.80 vs. 130.35 ± 9.71), and knowledge acquisition (8.94 ± 2.06 vs. 12.25 ± 2.34), respectively. Also, the same statistically significant trend was observed between male and female participants (P = 0.001). Qualitative data revealed that PBL has an influence on student engagement, motivation, and feedback, and makes students active and lifelong learners. CONCLUSIONS: It was found that problem-based learning has significant positive effects on the critical thinking and knowledge acquisition of nursing students. Therefore, problem-based learning can be used in nursing education for effective and proper training.