| Summary: | This study was built on the hypothesis that critical thinking is important for nursing education and practice. The literature suggested that problem based learning (PBL) is an effective strategy for developing critical thinking skills and other important skills for nursing students such as interpersonal skills, problem solving, self-directed learning, knowledge retention, bridging the gap between theory and practice, time management, and responsibility. The aim of this study was to examine whether introducing PBL elements to a traditional teaching course affects students' critical thinking dispositions and academic performance, and to explore students' perceptions of implementing the PBL elements to their Critical Care Nursing course and their perceptions of traditional teaching methods. This study used a mixed methods approach, in which a quasi-experimental study was augmented by a qualitative approach. The California Critical Thinking Disposition Inventory (CCTDJ) was used to collect pre- and post-test quantitative data, whilst qualitative data were gathered from students' reflective journals, field notes, observation of class sessions, and group discussions. Sixty-eight third year nursmg students at King Abdul Aziz University Nursing School participated in this study. Students were distributed randomly between an intervention group and a control group. The quantitative findings indicated that the intervention group elevated their critical thinking disposition. Moreover, they ultimately demonstrated a higher critical thinking disposition than the control group. However, no significant differences were found between the mean GP A of each of the groups. The qualitative data showed that the intervention group was satisfied with implementing the PBL elements to their course; although mentioning some limitations such as the work being time-consuming and applying more loads on students. Students' reflections on the traditional approach indicated that they were not satisfied with this approach.
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