Integrating debate-based learning with World Café methodology to enhance critical thinking in nursing students: A quasi-experimental study

Abstract Background: Critical thinking competencies are fundamental for evidence-based nursing practice and patient safety. Traditional didactic teaching methods inadequately develop these essential skills in nursing students. While debate-based learning and World Café methodology individually show promise for fostering analytical reasoning, their combined effectiveness remains unexplored. Methods: This quasi-experimental study involved 108 senior baccalaureate nursing students over 12 weeks. The intervention group (n=65) received integrated debate-based learning with World Café methodology, while controls (n=43) received World Café methodology alone. Primary outcomes measured critical thinking disposition, self-directed learning readiness, classroom engagement, and collaborative competencies using validated instruments administered at baseline and post-intervention. Results: The intervention group demonstrated significantly greater improvements compared to controls: self-directed learning readiness (Cohen's d=0.62, p=0.003), collaborative competencies (Cohen's d=0.51, p=0.013), classroom engagement (Cohen's d=0.58, p=0.005), and critical thinking disposition (Cohen's d=0.44, p=0.032). Academic performance (p=0.007) and course satisfaction (p=0.022) were also significantly higher in the intervention group. Conclusions: Integrating debate-based learning with World Café methodology significantly enhances critical thinking competencies and collaborative learning in nursing students. This evidence-based pedagogical approach supports curriculum transformation to better prepare graduates for complex clinical decision-making.