الفهرس 
IntroductionOnly 14 pages are availabe for public view
 |  | from | 302 |  |  |
| | | from | 302 | | |
Abstract
Today’s, there is an increased need for professional nurses to be autonomous, capable of independent thought and able to make their own assumptions and decisions. The professional performance of nursing requires a cognitive ability that includes problem solving and decision-making. In addition, becoming self-directed and accepting learning as a lifelong activity provides the learner with the opportunity of continuous development. So, baccalaureate nursing graduates are expected to identify the actual and potential health needs of clients. Moreover, act in a professional and ethical manner when faced with complex situations and demonstrate professional knowledge and skills to be responsible for professional as well as their own personal development.
Fostering students’ ability to think critically, to reason, and to use judgment in decision making has become a primary goal of a college education. There is so much interest in postsecondary education on developing students’ abilities to think critically that it can be called a “critical thinking movement”. Due to the importance placed on this type of thinking, colleges and universities have begun to deliberately teach critical thinking throughout various level of the curriculum. Educational institutions are creating courses, as well as entire programs around critical thinking development. In addition, faculty members within the disciplines are giving critical thinking more attention in the educational environment. This attention is translated by applying interactive learning strategies are the best mean to develop the students’ critical thinking dispositions and skills.
Interactive lecture includes communication among the instructor and students and between the students themselves. This communication includes, discussing information and opinions with others and asking questions about this information and allowing brains to do better thinking that makes learning to be meaningful. Thus, nursing educators who teach nursing need to be familiar with the application of the interactive lecture for the purpose of enhancing the students’ critical thinking dispositions and skills.
Hence, the current study aimed to determine the effect of interactive lecture strategy on the development of nursing students’ critical thinking dispositions and skills.
The study was conducted at the Faculty of Nursing, Alexandria University at Medical Surgical Nursing Department. The first semester, Fundamentals of Nursing course (code100101), 7credit hours: 3 hours theory- 12 hours practice). The teaching unit selected was ”nutrition”.