Impact of Guided Reciprocal Peer Questioning on Nursing Students' Critical Thinking Disposition.

Abstract

Abstract: Introduction: Disposition to critical thinking is a component of clinical judgments and has been recognized an essential feature in nursing. Its development requires the active participation of the learners. The questionnaire's mind is the remarkable feature of critical thinker. Therefore, this study is been conducted for determining the impact of guided reciprocal peer questioning on nursing students' critical thinking disposition. Method: This was a quasi -experimental study with two groups design before and after pre and post training. The total of 54 students (experimental and control group, n=26, n=28, respectively participated from the Tabriz College of Nursing and Midwifery, Tabriz, Iran. The experimental group was trained the course of Medical Surgical training 3 for six days by using the impact guided reciprocal peer questioning method. The control group was trained the same course in the same period in almost equal condition, but with common method. The critical thinking disposition was studied in both groups by using the critical thinking disposition inventory before and after the intervention. By SPSS17; descriptive and inferential statistics with t test and chi square were used for data analysis. Results: The findings showed that the mean scores of critical thinking disposition were 273.90 ±20.79 experimental group after the intervention and 267.5±17.86 in control group. Performing the guided reciprocal peer questioning increased the critical thinking disposition scores in experimental group. Conclusion: Applying the impact of guided reciprocal peer questioning strategy could lead to increasing the critical thinking disposition in the nursing students.