Effect of concept mapping on problem solving skills, competence in clinical setting and knowledge among undergraduate nursing students

Abstract

Background and objective: Concept mapping is a powerful instructional tool in the clinical settings that improves competency of undergraduate nursing students in interprets situations, problem solving, decision making and critical thinking in different circumstances. Also enable them to provide optimal comprehensive care for clients. This study was conducted to evaluate the effect of concept mapping on problem solving skills, competence in the clinical settings and knowledge among undergraduate nursing students. Methods: Design and Setting: A quasi-experimental design was used and data were collected from Medical & Surgical Nursing Department and Community Health Nursing Department labs in the Faculty of Nursing, Tanta University. Sample: Random sample of 60 undergraduate nursing students which are selected by using simple random method who are divided into; thirty students from second year and thirty students from fourth year. Tools: Four tools were used for data collection: Tool (I): Structure questionnaire sheet to assess student's knowledge regarding concept mapping, Tool (II): Case study rubric for assessing concept map, Tool (III): Problem solving skills assessment sheet and Tool (IV): Perception of students about using of concept map. Results: As a result of this research, there were significant improvements among students knowledge about concept map, simulation case study rubric and problem solving skills, in addition to more than three quarter from students had positive perceptions regarding application of concept mapping in the clinical settings. Conclusions and recommendation: Based on the findings of the study, there were significant improvement in the score of knowledge, simulation case study rubric and problem solving skills post application of concept mapping in the clinical setting. Therefore, it is necessary to improve wide-spreading of concept map training guidelines for large number of undergraduate nursing students at the level of the nursing faculties.

Undergraduate Nursing Students’ Experience in Studying Evidence-Based Practice by Application of Concept Map

“…They expressed that using of concept map grasp the attention of the audience, acquire presentation and communication skills. These findings would be interpreted in the highlight of many studies that concluded that concept map allowed students to be engaged in the learning process and improved their critical thinking [53,54,55].…”

“…These reputations of concept map were reported by many researchers who viewed the concept map as an educational method produced visual conceptualization that enhancing the learning process and acquiring problem-solving skills. In addition, they found the concept map provides an enjoyable learning environment that permits students to express their own ideas and intellectual capabilities [55,56,57,58]. Difficulty in constructing the design of concept map and time-consuming were among the disadvantages the students encountered in concept map application which is agreed with [20,59].…”

The relationship between learner-centered teaching and learning motivation among nursing students in Minia University

“…Therefore, nursing students need broad-based preparations that include a wide scope of knowledge and skills from nursing and other related fields to meet the complex client needs. [5] Hadi et al (2015) explained that students' academic performance is affected by many factors, including motivation, which may be easily ignored. It is necessary, however, for nursing educators, managers and consultants to examine motivation in their students.…”

“…Thus focusing to the concept of motivation is very important in educational setting. [5] Learning Motivation in the present study was defined in terms of both intrinsic (pushed from in the learner) and extrinsic (teacher-and overall performance-pushed). [6] The four intrinsic factors are: First, the students' ideals in self-competency to examine and obtain; second, the students' techniques in being actively engaged whilst acquiring knowledge; third, the students' information-in search of curiosity in mastering, and fourth, the students' intrinsic motivation orientation directed to mastering and studying project dreams.…”

Active learning methods used in nursing education

“…The concept map is an innovative method that will facilitate students' learning process (El-Hay, El Mezayen, & Ahmed, 2018;Rosciano, 2015). It should be supported by instructors and students as a learning method (Jaafarpour, Aazami, & Mozafari, 2016;Khrais & Saleh, 2017).…”