The Effect of Creative Drama Training Method on the Critical Thinking Levels of Nurse Managers

Abstract

Aim: This study aimed to determine the effect of creative drama education on the critical thinking levels of nurse managers. Method: The universe of the study consisted of nurse managers working in a public hospital in Istanbul (N: 45), and the sample comprised 32 volunteer nurse managers. The sample participated in education using the creative drama method (8 hours, two sessions) arranged according to their working hours. Data were collected using a "Descriptive Information Form" and the "Critical Thinking Scale for Nurses." Descriptive statistics, paired samples t-test, and two-way analysis of variance were used for data analysis. Results: There was a significant difference between the mean scores of nurse managers on the Critical Thinking Scale for Nurses before (mean=364.39; SD=29.31) and after (mean=392.66; SD=25.47) the education, indicating an increase in the mean score after the education. Additionally, significant increases were found in the mean scores of all subscales of the scale after the education (p<0.05). Hypotheses H1 of the study were accepted. Statistically significant differences were found between the pre- and post-education levels of intellectual, technical, and cognitive critical thinking levels among nurse managers based on their personal characteristics such as marital status and age, and professional characteristics such as duration of working as a manager, duration of working in the institution, and unit characteristics (p<0.05). However, no significant differences were found between the pre- and post-education levels of critical thinking subscales based on educational background, duration of working as a nurse, and characteristics of receiving creative drama education (p>0.05). Conclusion: The study concluded that creative drama education led to significant increases in critical thinking skills among nurse managers.

Keywords

• critical thinking
• creative drama
• nursing