. Fereshteh Aein; . Fatemeh Aliakbari
Volume 7, Issue 1 , March and April 2017, , Pages 1-6
Abstract
Introduction: Concept map is a useful cognitive tool for enhancing a student’s criticalthinking (CT) by encouraging students to process information deeply for understanding.However, ...
Read More
Introduction: Concept map is a useful cognitive tool for enhancing a student’s criticalthinking (CT) by encouraging students to process information deeply for understanding.However, the evidence regarding its effectiveness on nursing students’ CT is contradictory.This paper compares the effectiveness of concept mapping and traditional linear nursing careplanning on students’ CT. Methods: An experimental design was used to examine the CT of 60baccalaureate students who participated in pediatric clinical nursing course in the ShahrekordUniversity of Medical Sciences, Shahrekord, Iran in 2013. Results: Participants were randomlydivided into six equal groups of each 10 student, of which three groups were the control group,and the others were the experimental group. The control group completed nine traditional linearnursing care plans, whereas experimental group completed nine concept maps during thecourse. Both groups showed significant improvement in overall and all subscales of the CaliforniaCT skill test from pretest to posttest (P < 0.001), but t‑test demonstrated that improvement instudents’ CT skills in the experimental group was significantly greater than in the control groupafter the program (P < 0.001). Conclusions: Our findings support that concept mapping canbe used as a clinical teaching‑learning activity to promote CT in nursing students.
