was used which looked at open-mindedness, analyticity, systematicity, critical thinking and confidence, inquisitiveness, and maturity (Ozturk et al., 2008). Yuan, Williams, & Fan, 2008) studied student’s perceptions of the change in critical thinking; the California Critical Thinking Dispositions Inventory (CCTDI), The California Critical Thinking Skills Test (CCTST) and The Watson-Glaser Critical Thinking Appraisal (WGCTA) were used in this study (Yuan, Williams, & Fan, 2008). This study examined the student’s responses regarding truth-seeking, open-mindedness, analyticity, systematicity, inquisitiveness and maturity (Yuan et al., 2008). The CCTST is standardized multiple choice test that has 34 questions targeting critical thinking skills which include analysis, evaluation, inference, deductive reasoning, and inductive reasoning (Yuan et al., 2008). The other test used was WGCTA which is an assessment tool used to measure the foundation critical thinking skills which include inference, recognition of assumptions, deduction, interpretations and evaluation of arguments (Yuan et al., 2008). Lin et al., 2010 compared the educational results of peer tutor problem-based learning and conventional teaching in nursing ethics education. In this study seniors in the Department of Nursing at Taipei Medical University were used. The peer tutor PBL method was applied and tools used in this study were teaching plans, the nursing ethical discrimination ability scale and the learning satisfaction survey (Lin et al., 2010). Three teaching plans were used for PBL that were formulated by a expert panel of seven and each plan included learning objectives, a clinical case exhibiting ethical dilemmas and guidelines for peer tutors (Lin et al., 2010). This research was divided into three stages and seven steps. Stage I: was the designing the curricula for peer tutor PBL and traditional teaching; designing the nursing ethical discrimination ability scale; and designing the learning satisfaction survey. Stage II: the pre-test
was used which looked at open-mindedness, analyticity, systematicity, critical thinking and inquisitiveness, and maturity (Ozturk et al., 2008). Yuan, Williams, & Fan, 2008) studied student’s perceptions of the change in critical thinking; the California Critical Thinking Dispositions Inventory (CCTDI), The California Critical Thinking Skills Test (CCTST) and The Watson-Glaser Critical Thinking Appraisal (WGCTA) were used in this study (Yuan, Williams, & Fan, 2008). This study examined the student’s responses regarding truth-seeking, open-mindedness, analyticity, systematicity, confidence, inquisitiveness and maturity (Yuan et al., 2008). The CCTST is standardized multiple choice test that has 34 questions targeting critical thinking skills which include analysis, evaluation, inference, deductive reasoning, and inductive reasoning (Yuan et al., 2008). The other test used was WGCTA which is an assessment tool used to measure the foundation critical thinking skills which include inference, recognition of assumptions, deduction, interpretations and evaluation of arguments (Yuan et al., 2008). Lin et al., 2010 compared the educational results of peer tutor problem-based learning and conventional teaching in nursing ethics education. In this study seniors in the Department of Nursing at Taipei Medical University were used. The peer tutor PBL method was applied and tools used in this study were teaching plans, the nursing ethical discrimination ability scale and the learning satisfaction survey (Lin et al., 2010). Three teaching plans were used for PBL that were formulated by a expert panel of seven and each plan included learning objectives, a clinical case exhibiting ethical dilemmas and guidelines for peer tutors (Lin et al., 2010). This research was divided into three stages and seven steps. Stage I: was the designing the curricula for peer tutor PBL and traditional teaching; designing the nursing ethical discrimination ability scale; and designing the learning satisfaction survey. Stage II: the pre-test
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