Integrating Digital Tools in Project-Based Learning To Enhance Nursing Students’ Critical Thinking Skills
DOI:
https://doi.org/10.30996/parafrase.v25i2.132926Keywords:
critical thinking, project-based learning, Digital tools, Nursing education, academic readingAbstract
Critical thinking is essential for nursing students to ensure evidence-based decision-making and safe clinical practice. However, many students struggle with English academic reading, which limits their ability to develop these skills. This mixed-methods study explored nursing students’ perceptions of technology-assisted Project-Based Learning (PjBL) in enhancing critical thinking and collaboration. Thirty-five final-year nursing students engaged in group-based critical reading tasks using digital tools such as Google Translate and ChatGPT. Quantitative results showed significant improvement in critical thinking scores, rising from low (10) to medium-high levels (18–24), though progress was inconsistent. Qualitative findings revealed challenges related to limited vocabulary, grammar, and confidence, alongside benefits of collaborative learning and digital support. These findings align with Paul and Elder’s intellectual standards and the community of inquiry framework, emphasizing the need for structured strategies that integrate technology, academic literacy, and affective support. Practical implications include incorporating guided critical reading, digital literacy training, and differentiated scaffolding into nursing curricula to prepare students for global healthcare contexts.
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