Background: Approximately 25% of newly hired nurses are deficient in critical thinking skills. Purpose: The purpose of the study was to determine if the hybrid design course assisted nursing students to improve critical thinking skills as compared to the traditional face-to-face lecture. Methods: This quasi-experimental study utilized pre- and post-test Assessment Technologies Institute, LLC (ATI) score analyses, course grades, and a demographic survey for students in the hybrid design course and students in the traditional course. The sample size consisted of 26 students in the hybrid design course and 25 students in the traditional lecture course. Results: No statistically significant differences were found between the critical thinking skills of students in the hybrid design section versus the traditional lecture section of the medical-surgical course. Course grades were statistically higher in the hybrid design course when compared to the traditional lecture section of the course.
|Advisor:||Lancaster, Jayne K.|
|Commitee:||Lockett, Janice, Swayne, Cheryl|
|School:||Northern Kentucky University|
|School Location:||United States -- Kentucky|
|Source:||DAI-B 75/09(E), Dissertation Abstracts International|
|Subjects:||Nursing, Health education, Higher education|
|Keywords:||Blended learning, Critical thinking, Hybrid design, Nursing medical-surgical course, Traditional lectures|
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