The effectiveness of concept mapping on development of critical thinking in nursing education: A systematic review and meta-analysis

Yue, Meng; Zhang, Meng; Zhang, Chunmei; Jin, Chang-De

doi:10.1016/j.nedt.2017.02.018

Cited by 87 publications

(70 citation statements)

References 25 publications

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“…Improving self-directed learning ability is a lengthy process; it permeates into the periods of classroom teaching, internship, and clinical work. 46 Furthermore, a comprehensive assessment system should be exploited to assess selfdirected learning.…”

Section: Implications For Practice and Future Researchmentioning

confidence: 99%

Effectiveness of the flipped classroom on the development of self-directed learning in nursing education: a meta-analysis

Liu

Lei

et al. 2018

Frontiers of Nursing

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Objectives: To examine the best practice evidence of the effectiveness of the flipped classroom (FC) as a burgeoning teaching model on the development of self-directed learning in nursing education. Data sources: The relevant randomized controlled trial (RCT) and non-RCT comparative studies were searched from multiple electronic databases including PubMed, Embase, Web of Science, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Cochrane Central Register of Controlled Trials (CENTRAL), Wanfang Data, China National Knowledge Infrastructure (CNKI), and Chinese Science and Technology Periodical Database (VIP) from inception to June 2017.Review methods: The data were independently assessed and extracted for eligibility by two reviewers. The quality of included studies was assessed by another two reviewers using a standardized form and evaluated by using the Cochrane Collaboration's risk of bias tool. The self-directed learning scores (continuous outcomes) were analyzed by using the 95% confidence intervals (CIs) with the standard deviation average (SMD) or weighted mean difference (WMD). The heterogeneity was assessed using Cochran's I 2 statistic. Results: A total of 12 studies, which encompassed 1440 nursing students (intervention group = 685, control group = 755), were eligible for inclusion in this review. Of 12 included studies, the quality level of one included study was A and of the others was B. The pooled effect size showed that compared with traditional teaching models, the FC could improve nursing students' selfdirected learning skill, as measured by the Self-Directed Learning Readiness Scale (SDLRS), Self-Directed Learning Readiness Scale for Nursing Education (SDLRSNE), Self-Regulated Learning Scale (SRL), Autonomous Learning Competencies scale (ALC), and Competencies of Autonomous Learning of Nursing Students (CALNS). Overall scores and subgroup analyses with the SRL were all in favor of the FC. Conclusions: The result of this meta-analysis indicated that FCs could improve the effect of self-directed learning in nursing education. Future studies with more RCTs using the same measurement tools are needed to draw more authoritative conclusions.

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Section: Implications For Practice and Future Researchmentioning

confidence: 99%

Effectiveness of the flipped classroom on the development of self-directed learning in nursing education: a meta-analysis

Liu

Lei

et al. 2018

Frontiers of Nursing

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“…One of the primary purposes of nursing education is to provide the students with critical thinking and decision-making skills (Kaddoura et al, 2016). In the studies, it has been revealed that the use of concept maps in nursing education increases the ability of students to make critical decision-making, focus on the most important information and care requirements (Kaddoura et al, 2016;Yue, Zhang, Zhang, & Jin, 2017), increase creativity and motivation, provide persistence (Dil & Oz, 2014) in learning and ensure holistic care (Bayindir et al, 2015). The use of concept mapping in case discussion facilitates the establishment of a cause-effect relationship and provides holistic patient care (Uslu et al, 2013).…”

Section: Concept Mapmentioning

confidence: 99%

Active learning methods used in nursing education

Çulha

2019

JPR

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In recent years; expectations, personality traits and learning styles vary between generations as a result of the changes in traditional lifestyle and the development of technology. In particular the members of generation Z, who start to use internet from an early age, are recommended to be educated with rather innovative teaching styles different from traditional education materials. Therefore, the nursing education system needs to encompass innovative methods. A qualified nursing education will also enhance the quality of health care.

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“…The ability to think critically is a key component of this process. In their recent systematic review of teaching methods used to develop critical thinking, Yue, Zhang, Zhang, and Jin () argued for the importance of this skill, but noted that while discussion is not in short supply, there is relatively little empirical evidence to guide our teaching in terms of how best to develop this attribute. What we know minimally is that methods which directly engage learners in the evaluation of actions and the making of decisions seem to hold some promise.…”

Section: Responding To the Challengementioning

confidence: 99%

Failure to report poor care as a breach of moral and professional expectation

Ion

Olivier

Darbyshire³

2019

Nursing Inquiry

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Cases of poor care have been documented across the world. Contrary to professional requirements, evidence indicates that these sometimes go unaddressed. For patients, the outcomes of this inaction are invariably negative. Previous work has either focused on why poor care occurs and what might be done to prevent it, or on the reasons why those who are witness to it find it difficult to raise their concerns. Here, we build on this work but specifically foreground the responsibilities of registrants and students who witness poor care. Acknowledging the challenges associated with raising concerns, we make the case that failure to address poor care is a breach of moral expectation, professional requirement and, sometimes, legal frameworks. We argue that reporting will be more likely to take place if those who wish to enter the profession have a realistic view of the challenges they may encounter. When nurses are provided with robust and applied education on ethics, when “real‐world” cases and exemplars are used in practice and when steps are taken to develop and encourage individual moral courage, we may begin to see positive change. Ultimately however, significant change is only likely to take place where practice cultures invite and welcome feedback, promote critical reflection, and where strong, clear leadership support is shown by those in positions of influence across organisations.

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The effectiveness of concept mapping on development of critical thinking in nursing education: A systematic review and meta-analysis

Cited by 87 publications

References 25 publications

Effectiveness of the flipped classroom on the development of self-directed learning in nursing education: a meta-analysis

Effectiveness of the flipped classroom on the development of self-directed learning in nursing education: a meta-analysis

Active learning methods used in nursing education

Failure to report poor care as a breach of moral and professional expectation

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