Abstract

This study investigates whether or not the incorporation of critical thinking skills into English communication classes could generate positive effects in the learning outcomes of baccalaureate nursing students. An experimental design for experimental group and control group was used in this study. 59 nursing students were randomly selected and distributed into an experimental group (29 students) and a control group (30 students), who were freshmen at Chung Shan Medical University in Taichung, Taiwan. To collect data and verify the feasibility of applying the critical thinking model to nursing English programs, a critical thinking skill pre-test and post-test, a student satisfaction questionnaire, and individual / focus group interviews were conducted in the study. Research results indicated that students participating in an English communication class incorporating critical thinking skills attained significantly better critical thinking skills than other students. In addition, these students were more satisfied with their class. The findings demonstrate that when used effectively, the critical thinking model can facilitate a systematic critical thinking process, empower student reflections, lead to a self-directed learning process, and create an analytic dialogue between teachers and students in clinical nursing situations.

Key words: Banking education, nursing education, critical thinking.