其他摘要：Background: In recent decades explosion of knowledge seriously challenged the conventional educational models based on the transmitted knowledge. Most people recognize the need for critical thinking skills in recent years. Purpose: This study was performed to assess the effects of two educational methods, classic and critical thinking strategies (CTS), on the stable learning of nursing students. Methods: The current experiment is a quasi-experimental study conducted to 17 nursery students of the 3rd semester of Semnan University of Medical Science. We divided gastrointestinal (GI) disease nursing course into two separate parts consisted of upper GI diseases and lower GI diseases. First part was educated with classic method and second part with CTS method. Final test of each part was performed independently one week after the end of each part. In order to assess the stable learning in students, post test of each part was done with an interval of 3 months (12 week) after the primary test without any preinforming. In order to assess the effects of CTS method on students’ critical thinking skills, critical thinking skills levels of students was evaluated in the beginning and the end of semester with California critical thinking skills test (form B). Data were analyzed using SPSS statistical software. Results: Correlation coefficients between scores obtained by the subjects under study in the primary and secondary exams in CTS- and classical-based courses were 0.856 and 0.787, respectively. There was a significant difference between levels of critical thinking skills before and after implementation of CTS based educational method (p=0.041). Conclusions: Both methods lead to stable learning in nursing students and there is no significant statistical difference between two methods. On the other hand, CTS-based method can increase students’ critical thinking skills.
