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Many pedagogies in nursing education are developed to boost students’ critical thinking skills. Problem – based learning (PBL) is the widely used methodology to enhance nursing students’ critical thinking skills and to solve the practical problems in the clinical and academic areas independently. Globally many studies have examined the effects of PBL on nursing students’ learning outcomes and others have studied the association among the outcomes. In this review paper the author used non-equivalent, quasi-experimental, pre and posttest design was used. ANCOVA (statistical test) was used to compare the outcomes of variables. The interventional group (PBL) gained a higher score in terms of critical thinking compared to control group (traditional lectures). In addition to self-directed learning students problem solving ability scores were also high. However, the statistical difference in scores between these two groups were not significant. In this review paper the author has reflected on the importance of PBL and the associated hindering factors for the nursing students.
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