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

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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.

Randomized trial compares case-based and knowledge-based question generation on nursing students' skills, highlighting effective learning methods.

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Ma et al. (2026) studied this question.

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