Authors
Abstract
Introduction: Concept map is a useful cognitive tool for enhancing a student’s critical
thinking (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 care
planning on students’ CT. Methods: An experimental design was used to examine the CT of 60
baccalaureate students who participated in pediatric clinical nursing course in the Shahrekord
University of Medical Sciences, Shahrekord, Iran in 2013. Results: Participants were randomly
divided 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 linear
nursing care plans, whereas experimental group completed nine concept maps during the
course. Both groups showed significant improvement in overall and all subscales of the California
CT skill test from pretest to posttest (P < 0.001), but t‑test demonstrated that improvement in
students’ CT skills in the experimental group was significantly greater than in the control group
after the program (P < 0.001). Conclusions: Our findings support that concept mapping can
be used as a clinical teaching‑learning activity to promote CT in nursing students.
Keywords
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