THE EFFECT OF GUIDED RECIPROCAL PEER QUESTIONING (GRPQ) ON NURSING STUDENTS' CRITICAL THINKING AND ME-TACOGNITION SKILLS

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VAGHAR SEYEDIN A.A.F.; VANAKI Z.; TAGHI SH.; MOLAZEM Z.

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Journal: Iranian Journal of Medical Education Year:2008 | Volume:8 | Issue:2 (20) Page(s): 333-339

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Information Journal Paper

Title

THE EFFECT OF GUIDED RECIPROCAL PEER QUESTIONING (GRPQ) ON NURSING STUDENTS' CRITICAL THINKING AND ME-TACOGNITION SKILLS

Author(s)

VAGHAR SEYEDIN A.A.F. | VANAKI Z. | TAGHI SH. | MOLAZEM Z. | Issue Writer Certificate

Keywords

CRITICAL THINKINGQ2

META-COGNITIVE AWARENESSQ2

GUIDED RECIPROCAL PEER QUESTIONINGQ3

NURSING STUDENTSQ3

Abstract

Introduction: Fostering CRITICAL THINKING and Metacognition is one of the most important objectives in nursing education. This study was designed to investigate the effect of GUIDED RECIPROCAL PEER QUESTIONING on NURSING STUDENTS' CRITICAL THINKING and Metacognition skills.Methods: In this quasi experimental study, the experiment group included 30 NURSING STUDENTS in their 6th semester in Birjand Islamic Azad University. Two credit courses were presented in this group using GUIDED RECIPROCAL PEER QUESTIONING. In the control group which included 28 NURSING STUDENTS, those two credit courses were presented using the routine lecture method. California CRITICAL THINKING Skills Test (CCTST) (form B) was used for evaluating CRITICAL THINKING skills, and metacognition was evaluated before and after intervention by metacognitive awareness questionnaire. The statistical analysis was done by SPSS software. Descriptive statistics, t-independent test, paired t-test; Chi-square, Mann Whitney, and Kappa were used in this study. Results: Performing GUIDED RECIPROCAL PEER QUESTIONING led to a significant increase in CRITICAL THINKING skills scores in the experiment group compared to the control group. In spite of the increase in the mean score of metacognitive awareness of the experiment group, comparing the mean difference of pre and post tests in the two groups showed no significant difference.Conclusion: Using GUIDED RECIPROCAL PEER QUESTIONING in the education of NURSING STUDENTS may lead to developing CRITICAL THINKING skills as one of the important missions of higher education.

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APA: Copy

VAGHAR SEYEDIN, A.A.F., VANAKI, Z., TAGHI, SH., & MOLAZEM, Z.. (2008). THE EFFECT OF GUIDED RECIPROCAL PEER QUESTIONING (GRPQ) ON NURSING STUDENTS' CRITICAL THINKING AND ME-TACOGNITION SKILLS. IRANIAN JOURNAL OF MEDICAL EDUCATION, 8(2 (20)), 333-339. SID. https://sid.ir/paper/402914/en

Vancouver: Copy

VAGHAR SEYEDIN A.A.F., VANAKI Z., TAGHI SH., MOLAZEM Z.. THE EFFECT OF GUIDED RECIPROCAL PEER QUESTIONING (GRPQ) ON NURSING STUDENTS' CRITICAL THINKING AND ME-TACOGNITION SKILLS. IRANIAN JOURNAL OF MEDICAL EDUCATION[Internet]. 2008;8(2 (20)):333-339. Available from: https://sid.ir/paper/402914/en

IEEE: Copy

A.A.F. VAGHAR SEYEDIN, Z. VANAKI, SH. TAGHI, and Z. MOLAZEM, “THE EFFECT OF GUIDED RECIPROCAL PEER QUESTIONING (GRPQ) ON NURSING STUDENTS' CRITICAL THINKING AND ME-TACOGNITION SKILLS,” IRANIAN JOURNAL OF MEDICAL EDUCATION, vol. 8, no. 2 (20), pp. 333–339, 2008, [Online]. Available: https://sid.ir/paper/402914/en

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