Concept Mapping as a Teaching Tool on Critical Thinking Skills and Academic Performance of Diploma Nursing Students

Latif, Rusnani Ab; Mohamed, Rahmah; Dahlan, Akehsan; Nor, Mohd Zarawi Mat

doi:10.5959/eimj.v8i1.406

Cited by 19 publications

(14 citation statements)

References 21 publications

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“…Many studies on CM have focused on health education, arguing that in today’s challenging and highly complex healthcare settings, students must be able to think critically [ 43 , 44 ]. The current traditional and rote methods of learning are inefficient in eliciting critical thinking skills among the students; therefore, educators must find a different teaching method to encourage students to make the analytical thinking process part of their daily practice.…”

Section: Literature Reviewmentioning

confidence: 99%

Health management students’ self-regulation and digital concept mapping in online learning environments

Alt¹,

Naamati-Schneider

2021

BMC Med Educ

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Background Self-regulation of learning is considered one of the key capabilities deemed essential for the healthcare system and its workers to cope successfully with the current challenges they are facing. Therefore, healthcare curricula are increasingly called upon to support self-regulation as a central learning outcome. With scant relevant publications describing how students of medicine and other healthcare professions regulate their learning, this study set out to design and assess a problem-based learning using digital concept mapping in an online course and to evaluate the set of connections between this intervention and Health Management students’ self-regulation of learning. Method Students of a Management of Health Service Organizations program (100) were presented with an ill-structured problem, relevant to their course content (accreditation process within hospitals) and were asked to argue for or against the implementation of the accreditation process. The participants were asked to detail five arguments to establish their decision by using Mindomo, a popular digital platform for designing concept maps. The students were given predefined criteria that allowed them to self-assess their maps. Data for the analysis were gathered by two measurements: Concept mapping for problem-based learning scale and the Online self-regulated learning scale and were analyzed by using Partial Least Squares - Structural Equation Modeling. Results The analyses showed that at the beginning of the process, students’ online self-regulation was found lower than at the end of the intervention, and only two self-regulation sub-factors: Goal setting and Task strategies, were positively linked to students’ perceptions of the intervention. After the intervention, the analyses showed that it increased the levels of four Online self-regulation sub-factors: Goal setting, Task strategies, Environment structuring, and Time management. Conclusions Teachers need to recognize and account for different types of learners and encourage and scaffold students’ effective use of self-regulation strategies. Low self-regulated learners might fail to see the advantages of concept mapping in problem-solving activities. Combining these teaching and learning tools together with the use of advanced technology in an online course that encourages active learning enables the development and acquisition of abilities of self-directed learning among students in the medical and health management professions.

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Section: Literature Reviewmentioning

confidence: 99%

Health management students’ self-regulation and digital concept mapping in online learning environments

Alt¹,

Naamati-Schneider

2021

BMC Med Educ

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“…The idea map / mind map model is tailored according to each student's interests and imagination. This makes it easier for students to interact and improve scientific literacy (Atay & Karabacak, 2012;Latif, R. A., Mohamed, R., Dahlan, A., & Nor, 2016) and create their own understanding and learning more meaningful.…”

Section: Results Of Hypothesis Testmentioning

confidence: 99%

Teaching Madura Local Content Literacy on Preservice Science Teacher Using Lwis Model

Yasir

Wulandari

2020

J. pena sains

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Several previous studies have shown that students have difficulty integrating ethnoscience into science learning. Students are more likely to be introduced to the basic concepts of ethnoscience without involving how to integrate ethnoscience into science learning. The impact is that students’ scientific literacy is low. This is what underlies researchers to apply the Local Wisdom Integrated Science (LWIS) learning model by using local Madurese content to train students’ scientific literacy. The aim of this study was to evaluate differences in student scientific literacy after implementing the LWIS learning model in ethnoscience learning with local Madurese content. The method used was pre-experimental study with one group pretest-posttest design. When the study was carried out in the even semester of the 2019/2020 academic year by taking 22 students via purposive sampling technique as a sample of all students in class 6A of science education, Trunojoyo University, Madura. Analysis of data using descriptive statistics and paired sample t test. The results showed that there were different in the scientific literacy of the students using the LWIS learning model before and after studying ethnoscience with local Madurese material. The entire LWIS syntax helps train students' scientific literacy by including self-awareness of the importance of local Madurese content as a learning context. Ethnoscience can be integrated into science learning through the STEAM approach. The contribution of STEAM to the LWIS learning model and self-awareness is very significant in developing ethnoscience learning for local Madurese content from elementary, middle, and tertiary level.

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“…While applying the principles of problem solving, it is essential to make students visualize knowledge and think discerningly. This will facilitate sequential build-up while elevating the thinking to application level (Latif et al, 2016).…”

Section: Concept Maps For Thinkingmentioning

confidence: 99%

Concept Maps for Teaching, Training, Testing and Thinking

Eachempati¹,

Ramnarayan²,

Ks³

et al. 2020

MedEdPublish

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Concept maps are evidence based pedagogical tools to fathom how meaningfully students have accomplished their learning objectives. They also give intuitive insights to improvise instruction to enable better and deeper understanding the foundations of learning. In this paper we provide an overview of concept maps and share our experiences of using concept maps for the 4 t's of education-teaching, training, testing and thinking.

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Concept Mapping as a Teaching Tool on Critical Thinking Skills and Academic Performance of Diploma Nursing Students

Cited by 19 publications

References 21 publications

Health management students’ self-regulation and digital concept mapping in online learning environments

Health management students’ self-regulation and digital concept mapping in online learning environments

Teaching Madura Local Content Literacy on Preservice Science Teacher Using Lwis Model

Concept Maps for Teaching, Training, Testing and Thinking

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