Concept mapping: A strategy for teaching and evaluation in nursing education

Gul, Raisa B; Boman, Jeanette

doi:10.1016/j.nepr.2006.01.001

Cited by 76 publications

(52 citation statements)

References 43 publications

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“…Therefore, the concept mapping students have an active role in learning and since the arrangement of concepts in concept mapping is in a hierarchical form, this form is highly similar to the way of arranging information in long-term memory. This finding agreed with several studies such as those of Gul and Boman, [20] Magnussen, [21] Harrison, and Gibbons. [22] All of these studies confirmed that concept mapping is superior to conventional methods in enhancing students' learning in the cognitive domain.…”

Section: Discussionsupporting

confidence: 93%

Concept mapping strategy: An effective tool for improving maternity nursing students’ achievement

Farrag

2016

JNEP

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Background: One of the duties of the educational system is to train nursing students to possess critical and creative thinking and have the ability of problem solving, those who do not accumulate information and knowledge regarding the maternity field that will be quickly outdated. As well, these criteria need to be provided in maternity nursing, to be able to achieve the mother and neonate safety. Concept map is one of the teaching strategies that can overcome this challenge. Aim of the study: To evaluate the effect of concept mapping strategy for improving maternity nursing students' achievement. Methods: Design: A quasi-experimental study design was used to conduct the study. Setting: The study was conducted at the Maternity and Neonatal Health Nursing Department (third year students), in the Faculty of Nursing, Fayoum University. Subjects and Methods: A total of 125 students, all the students enrolled in the academic years 2014/2015. The students in the first term were the control group (65) and subjected to traditional method of teaching; and students in second term were the study group (60) subjected to concept map strategy. Tools used to collect the data were: 1) Sociodemographic characteristic: A structured interviewing questionnaire, 2) Pre/posttest to assess student's (study group) knowledge regarding concept mapping, 3) Student's achievement test (midterm & final exam), 4) Rubric for assessing concept maps, and 5) Likert scale to assess the attitude of students toward the teaching strategy. Results: There was a statistically significant difference regarding concept map knowledge pre and after awareness sessions among the study group. As well, there was a significant difference between both groups regarding the students' achievement (midterm & final exam). In addition the students in the study group exhibit positive attitude regarding the teaching strategy (concept map) more than the students in the control group (traditional method). Conclusions: Concept mapping significantly enhanced the students' achievement in the maternity nursing during the pregnancy course.

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Section: Discussionsupporting

confidence: 93%

Concept mapping strategy: An effective tool for improving maternity nursing students’ achievement

Farrag

2016

JNEP

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“…[6][7][8] One of the most common innovative teaching strategies which are associated with the large body of literature that comes out of medical education is PBL (problem-based learning). [9,10] PBL is an inquiry based method like studentcentered approach that guides students to find the best solutions of real-world problems through cooperative group work. [11] 1.1 Review of literature PBL is a small group teaching method that was developed to help learners acquire the knowledge, skills, and attitudes of a significant proportion of a course or curriculum.…”

Section: Introductionmentioning

confidence: 99%

The effect of problem-based learning on nursing students' decision making skills and styles

Thabet

Taha²,

Abood³

et al. 2017

JNEP

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Decision making skill is deemed to be a key feature of the nurse's role in today's health care organizations. Thus, educators should use innovative teaching strategies that grow students' competence in problem-solving and decision making skills like problem-based learning (PBL). The aim of this study is to determine the effect of problem-based learning on nursing students' decision making skills and styles. A quasi-experimental research design was utilized. The sample consisted of 84 students from the fourth year in the Faculty of Nursing, Minia University. Two tools were used: Nursing Students' Decision Making Skills Scale and Nursing Students' Decision Making Style. This study revealed that the mean scores of decision making skills in the study group students increased before and after applying PBL (before: 71 + 8.5, after: 116.3 + 10.4) with a statistical significant difference (p = .001). There was no statistical significant differences between the study and control groups (p = 1.000) before intervention. The most dominant decision-making style among the study and control groups in relation to before and after applying PBL was a behavioral decision style with no statistical significant differences. This study concluded that using PBL has a curial role in developing and improving nursing students' decision making skills; however, it has no effect on decision-making style.

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“…So for 20 years he taught a course at Cornell University and now this course is published in 9 languages. This book is learning How to Learn.According to Gul and Boman (2006) concept maps were developed from the work of Novak (1992) and his colleagues in 1980 at Cornel University. Novak (1992) described a concept maps as organizational tools to represent knowledge as well as a meta-cognitive strategy to promote meaningful learning.…”

Section: Introductionmentioning

confidence: 99%

The Influence of Concept Mapping on Reading Comprehension of Iranian English Students Employing Persuasive and Descriptive Texts

Beydarani

2015

JLTR

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Abstract-Reading is considered as one of the complex skills in EFL context. Comprehension is the understanding of what is read. To be able to understand written material, learners need to use congenial strategies and have sufficient vocabulary. The present study intended to investigate the influence of concept mapping on reading comprehension of EFL learners employing persuasive and descriptive texts. A language proficiency test was administered to 70 EFL learners, among whom 52 learners were selected as the participants of the study. They were randomly assigned in four groups: two control groups and two experimental groups. Before any instruction the researcher administered a pre-test. Then, learners in two experimental groups received treatment of concept mapping as reading comprehension texts while learners in two control groups received no treatment of concept mapping. The results of pre test and posttest were analyzed by SPSS soft-ware using one way ANOVA statistical procedure. After analyzing the post-test scores, the results indicated that the learners in two experimental groups outperformed the learners in two control groups in reading comprehension. This study also showed that semantic mapping has different effect across types of texts. Learners who received persuasive text performed well than who received descriptive text.

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Concept mapping: A strategy for teaching and evaluation in nursing education

Cited by 76 publications

References 43 publications

Concept mapping strategy: An effective tool for improving maternity nursing students’ achievement

Concept mapping strategy: An effective tool for improving maternity nursing students’ achievement

The effect of problem-based learning on nursing students' decision making skills and styles

The Influence of Concept Mapping on Reading Comprehension of Iranian English Students Employing Persuasive and Descriptive Texts

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