The nursing students in the experimental group were educated by a teaching assistant about concept mapping and its appropriate use in the context of pathophysiology and pharmacology during a one hour session as part of the first class. The introductory session included a brief case study scenario of an adult patient with diabetes. Students were trained and practiced how to create a concept map to correlate the pathophysiology of diabetes to the pharmacologic treatment of the patient in the case. Concept maps included data such as objective and subjective assessment information, possible diagnostic tests and results, laboratory values, and important medications used in the treatment of the patient.
The teaching assistant, who facilitated the training by providing guidance and feedback regarding the appropriate concept map process, answered questions about the process of developing a concept map. Participants compared similarities and differences between their concept maps to assist in development of their individual concept map during their pathophysiology and pharmacology class. Concept maps were not graded; however, the course faculty provided the students with constructive feedback on every concept map. The feedback focused on the appropriateness of the concept map in linking the pathophysiology to the pharmacology of each disease presented in class.
The topics of the concept maps included patients with asthma, hypertension, gastric ulcer, stroke, renal failure, acne vulgaris, hyperthyroidism, osteoporosis, urinary tract infection, sexually transmitted infection, breast cancer, acquired immune deficiency syndrome, obesity, and metabolic syndrome.
Impact of a concept map teaching approach on nursing students’ critical thinking skills
Concept map topics were assigned by the course faculty based on topics discussed in each class. Neither the teaching assistant nor the course faculty was an investigator in this research. Each question has a choice of four possible answers. Each student receives an overall CT score, in addition to scores on five subscales: analysis, argument, prioritization, problem solving, and resolution.
The HESI was administered to all participants in both groups at the beginning and end of the course. Covariates included gender, ethnicity, English as a second language ESL , the average number of hours the students worked each week, and the average number of hours the students spent studying each day. Statistical analysis was performed using SAS 9. Finally, a linear regression model was used to model the change in HESI scores between the start and end of the course. Concept mapping intervention was included as a group variable and adjusted for covariates.
Both a full model and a model reduced using the stepwise method were estimated. No statistically significant differences were found. This means that the randomization between the two groups worked well and the student characteristics were comparable. However, posttest CT scores were significantly higher in the intervention group.
On average, students taught with concept mapping increased their HESI scores by These authors proposed that concept mapping facilitates representation of related information units as related to a main theme. This promotes understanding and assists the learner to add new information to their knowledge base — which is a cognitive construction — and, thus, promotes meaningful learning and CT. Concept mapping promotes an active role in learning.
Correspondingly, the findings of this study are also consistent with Chen et al.
Wheeler and Collins found no significant differences between the pretest and posttest scores of the students for CT disposition and its subscales. Students prepared concept map care plans in the first 7. Wheeler and Collins proposed that there may be a dose effect for concept mapping, that is, more practice across more different kinds of scenarios may be required to equip learners in this complex skill. This hypothesis requires additional research. Our findings were also inconsistent with Bixler et al. Bixler et al. This study builds on previous work to suggest that concept mapping is an effective tool for improving students' ability to think critically Chen et al.
Using concept mapping in the education of nursing students appears to predict the development of CT skills, which is one of the most important duties of nursing education. Nurse educators are expected to apply educational methods for improving the CT skills of their students. Developing a high level of thinking skills as one of the important missions of nursing education requires appropriate pedagogical approaches. It is recommended that deans, program directors, and nursing faculties evaluate their curricula to integrate concept map teaching strategies in pathophysiology and pharmacology courses and potentially in other clinical and specialty courses to develop CT abilities in their students.
A limitation of this study was the small sample size; only 83 nursing students participated. Another limitation was the use of only one nursing program.
Rooted within constructivist thought it is believed that visually representing thoughts and relationships of past and newly gained knowledge encourages students to think critically and thus facilitate meaningful learning to take place. We log anonymous usage statistics. Please read the privacy information for details. Skip to main content Skip to main navigation menu Skip to site footer.
The effects of concept mapping on students' learning approach to teaching nursing in Tehran [dissertation].
saediritorchru.gq | EFFECT OF CONCEPT MAPPING TEACHING METHOD ON CRITICAL THINKING SKILLS OF NURSING STUDENTS
Tehran: Tehran University of Medical Sciences; Concept mapping: An educational strategy to improve graduate nurses critical thinking skills during a hospital orientation program. J Continue Educ Nurse. Senita J. The use of concept maps to evaluate critical thinking in the clinical setting.
Teach Learn Nurs ; 3: Methods of teaching derived words of the Kazakh language by interactive technologies.
Concept mapping: Analternative teaching strategy. The combined effect of training on theconcept mapping process of learning nursing teaching nursingstudents of Tabriz university of medical sciences. Iran EducMed.
Concept maps as an assessment tool in a nursing course. J Prof Nurs ; 21 3 : Comparison of the effect of concept map and nursing process on self-regulation learning, self-efficacy and cognitive strategies of nursing students.
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