THE EFFECTIVENESS OF USING THE SIX-HATS TEACHING METHOD ON IMPROVING THINKING SKILLS AMONG CRITICAL CARE NURSING STUDENTS
Marwa Fathallah Mostafa - Critical Care and Emergency Nursing, Faculty of Nursing, Mansoura University, Egypt
Hend Elsayed Mansour - Critical Care and Emergency Nursing, Faculty of Nursing, Mansoura University, Egypt
Hala Ahmed Abdrahman - Critical Care and Emergency Nursing, Faculty of Nursing, Mansoura University, Egypt
Adel Al Wehedy Ibraheim - Community Health Medicine, Faculty of Medicine, Mansoura University, Egypt
ABSTRACT
Thinking skills are a necessity for any developing society.The most important aim of education today is to provide individuals with the capacity to be able to think flexibly and have open minds to be able to adapt to different situations. As a result, the educational structure focuses on developing high-level thinking skills such as analyzing, synthesizing, evaluating, finding relationships, abstracting, and illustrating subjects.It is expected that nursing students' innovation will be stimulated by the variety of innovative teaching strategies. Aim: the study aimed to explore the effectiveness of using the six-hats teaching method on improving thinking skills among critical care nursing students. Method: A descriptive research design was utilized. A total of 54 fourth level students were registered for the critical care nursing course in the first semester 2019/2020 was enrolled in the study. Student's demographic data and six thinking hats model students' opinions questionnaire were used to collect data. Results: revealed that 90.7% of students agree that the six hats model made them consider the negative and positive aspects of the disease and think about the various aspects of a subject. 89.8% revealed that the model helped them produce creative ideas, 88.9% agree that model provided them for sharing of different ideas and thoughts and increased their interest and motivation in class. The average score of the students' response to the six thinking hats model in the two lectures is 34.35 ± 8.41 with satisfactory level 86.1%. Conclusions: The input from the study's nursing students showed that using six thinking hats improved their ability to think about the situation creatively, express their various ideas and thoughts, increase their curiosity and motivation, and help them analyze and synthesize their knowledge. Recommendations: The future direction for creative nursing research should be to link six thinking hats teaching model with the nursing curriculum to promote the creative thinking skills of nursing students.
