Effects of Havruta Question-Generation Learning on Critical Thinking Disposition, Self-Directed Learning Ability, and Clinical Reasoning Competence in Nursing Students: A Randomized Comparison of Case-Based and Knowledge-Based Question Generation

Key Points

• This study aims to compare the effects of two types of question generation methods on critical thinking, self-directed learning, and clinical reasoning abilities in nursing students.
• Randomized controlled trial involving 85 third-year nursing students randomly assigned to case-based or knowledge-based question generation groups.
• Conducted 8 sessions of problem-generation activities and administered pre-and post-surveys to measure outcomes.
• Data analyzed using SPSS 26.0 with appropriate statistical tests including repeated measures ANOVA and Chi-squared tests.
• Both groups showed significant increases in critical thinking disposition (p<.01), self-directed learning ability (p=.03, p=.05), and clinical reasoning competence (p<.01).
• There were no significant differences between groups for critical thinking (F=1.46, p=.23), self-directed learning (F=.00, p=.94), and clinical reasoning (F=.15, p=.70).
• Results suggest that the improvements are attributed more to the Havruta learning process than to the type of question generation.