The Journal of Medical Education and Development

 Introduction: One of the challenge that nursing education is faced is developing a curriculum with appropriate clinical training, to develop critical thinking skills. The aim of this study was to determine the effect of patient-centered collaborative learning on students' scores on the nursing process and critical thinking of nursing trainers.

Methods: This study is a quasi-experimental research. Nursing students studying at the fifth semester allocated to two randomly selected arms of 30 cases, collaborative education patient-centered, and 30 controls (clinical education according to the common way(. In struments used was a questionnaire with three parts demographics, nursing process of patients and critical thinking.

Results: Mean score of post-test critical thinking was 12.8 in cases and 9.2 in the control group. There was significant relationship between post-test score in the two groups P <0.05.post test scores were significantly different across the two groups 15.8/20 in case group compare to 13.43/20 in the control group.

Discussion: Both groups showed improvement in learning. The students in the study group were participated as a team in the study of real patient i.e. case study. They used their skills to find and use evidence for critical care. The development in the study group was significantly higher than the control group and the difference has led to the information classification, understanding patients' condition, logic reasoning, problems prioritization and assessment.