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The Delphi technique is a widely used and accepted method to obtain consensus among the experts. This technique uses a judgement to prove the accuracy of the content item when evaluating instrument. The objective of this study is to discuss the process of the three rounds Delphi technique to obtain consensus of concept mapping care plan and multiple choice questions (MCQ) in Diabetic Mellitus subject. In the first round, participants were given a structured questionnaire regarding item of concept mapping care plan and MCQ in Diabetic Mellitus subject. In the second round, the mean and median values of round one were added. In the third round, the mean and median values of round two were added. Participants were asked to rate the categorised responses from Round 1 on a scale of 1 to 5, with 1 being "Very Irrelevant" and 5 being "Very Relevant". This technique does not require that participants be collocated or meet face-to-face, thereby making it useful to conduct surveys with qualified people over a wide geographic area. The feedback process allows and encourages the selected Delphi participants to reassess their initial judgements about the information provided in previous iterations. The analysis of consensus data of the experts was done based on median, inter quartile range and quartile deviation on round one, two and three data. The median score was used to analyse the level of consensus of experts and result shows that in all three rounds Delphi the medium result more than 4. It reported that level of importance of the statements were high. As a conclusion, the concept mapping care plan and MCQ have meets the consensus by using three rounds of Delphi techniques. Therefore, the Delphi technique is the best method to obtain consensus in health care education research.

The Delphi technique is a widely used and accepted method for gathering data from participants within domain of expertise. The objective of this study is to discuss the process of the three rounds Delphi technique in seeking a consensus of concept mapping structure and Multiple Choice Questions (MCQ) in Diabetic Mellitus subject. In the first, round, participants were given a structured questionnaire regarding item of concept mapping structure and MCQ in Diabetic Mellitus subject. The second were added mean and median value of round one. In the third round were add mean and median value of round two were added. Participants were asked to rate the categorised responses from Round 1 on a scale of 1 to 5, with 1 being "Very irrelevant" and 5 being "Very relevant". This technique does not require participants to meet face-to-face, thereby making it useful to conduct surveys with qualified people over a wide geographic area. The feedback process allows and encourages the selected Delphi participants to reassess their initial judgements about the information provided in previous iterations. Data is then analysed to check for consistency of experts' responses between rounds. Instrument developed from the Delphi technique research findings is also examined for validation from experts in educational medical health sciences on content and constructs validity. Analysis on the consensus of data from experts was based on median, inter quartile range and quartile deviation on Round 1, 2 and 3 data. Therefore, the Delphi technique is an appropriate method for identifying significant issues related with academic.

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In today's challenging and highly complex health care settings nurses must be able to think critically. With the current traditional and rote methods of learning, the critical thinking skills among the students are seen to diminish. As nurse educators must find a different method in their teaching on how to encourage students to engage in analytical thinking and how to make the analytical thinking process part of their daily practice due to increase safety of the patients. This will give challenge for the nurse educators to reshape education by adopting instructional strategies to equip students with foundational knowledge in critical thinking, creative problem solving and collaboration. Through concept mapping, students should be able to transfer applied didactic objectives from the classroom to the clinical practice, where critical thinking and problem solving skills are needed for success. It also provide nurse educators with the ability to help students learn how to organise data, prioritise patient needs and can relate patient medical illness and nursing intervention.

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