The longitudinal effect of concept map teaching on critical thinking of nursing students

Lee, Weillie; Chiang, C.Y.; Liao, I‐Chen; Lee, Mei-Li; Chen, Shiah-Lian; Liang, Tienli

doi:10.1016/j.nedt.2012.06.010

Cited by 72 publications

(62 citation statements)

References 18 publications

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“…In their qualitative study Trevisani et al [29] showed how the nursing students experienced a passive behavior to learn with traditional lectures, while they There were significant differences between concept map care plan evaluation criteria mean scores of the experimental students (t = 5.37, p < 0.05).…”

Section: Theme One: Transiting Students From Passive To Active Learnersmentioning

confidence: 99%

The Outcomes of Integrating Concept Mapping in Nursing Education: An Integrative Review

Khrais¹,

Saleh²

2017

OJN

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Purpose: The purpose of this review was to investigate the current state of knowledge about the effectiveness of concept mapping in nursing education. Methods: An integrative review adapted a systematic approach. Also, after an extensive search from different databases, ten articles were retrieved and fully reviewed. Results: The ten reviewed articles were adopted quantitative, qualitative, and mixed method designs. Four main themes were identified: 1) from passive to active learners, 2) establishing new knowledge, 3) improving cognitive abilities, and 4) self-confidences in clinical work. Conclusion: Nursing literature supports the importance of including concept maps in nursing education. Educators believe that concept mapping is a motivating teaching strategy, hence, it is fostering the long-term and meaningful learning. Also, the findings of this study might encourage nursing educators to evaluate the current teaching strategies, also, this review might initiate future studies with larger sample size.

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Section: Theme One: Transiting Students From Passive To Active Learnersmentioning

confidence: 99%

The Outcomes of Integrating Concept Mapping in Nursing Education: An Integrative Review

Khrais¹,

Saleh²

2017

OJN

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“…Among the most frequently used strategies are group discussion, concept mapping, and questioning (Lee et al, 2012;Qatipi, 2011;Savage, 1998;Walker, 2003). These three teaching strategies were used in the development of critical thinking skills in this study.…”

Section: Teaching Strategies For Critical Thinkingmentioning

confidence: 99%

“…The convincing and persuasive empirical evidence is offered in the study by Lee et al (2012). The study used quasi-experimental design in a two-year registered nurse baccalaureate program.…”

Section: Teaching Strategies For Critical Thinkingmentioning

confidence: 99%

An Exploration into Research on Critical Thinking and Its Cultivation: An Overview

Wang¹

2017

TPLS

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Abstract-The intellectual root of critical thinking can trace back to Socratics in ancient Greece. Since then, a variety of conceptions and models have been proposed, which constitute the theoretic core of critical thinking. They place different weights on different aspects of critical thinking. In the meantime, the cultivation of critical thinking commenced when Socrates attempted to apply theories of critical thinking into the instruction. Consequently, a variety of instruction approaches and strategies and assessment of critical thinking have been developed. However, there is still a dispute on whether critical thinking can be developed independently of subject content. The paper attempts to review research on critical thinking with the aim to discover commonalities and clarify the subtle differences among diversities of conceptions, models, instruction approaches and strategies, and assessment. The discovery and clarification could be significant for the instruction of critical thinking, especially, conducted in non-western countries. Index Terms-critical thinking, theoretic core, critical thinking instruction, critical thinking assessmentThe research on critical thinking can date back to Socratic time in ancient Greece. Since then, a variety of definitions, models and theories on critical thinking have been developed. The intellectual development of critical thinking is in parallel with its instruction which commenced when Socrates attempted to instruct people how to justify their confident claims to knowledge. The variation of definitions, models and theories which leads to a variety of the instruction approaches and strategies, and assessment of critical thinking requires the discovery of the threads among them. The paper aims to explore the commonalities and clarify differences among the various conceptions, models, instruction approaches and strategies for the purpose to facilitate the development of critical thinking in non-western culture. The discovery and clarification would be significant for the instruction of critical thinking conducted in non-western countries, in particular, Confucian culture. It includes two general topics: theoretical background of critical thinking and critical thinking instruction.

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“…In order to label connections between the nursing problems on the concept map for display of mutual correlation, the students must conduct critical thinking carefully on the clinical manifestation of patients and treatment nursing, so that they can treat the patient integrally from macro perspectives and draw the case concept map in detail. By drawing the concept map and modifying it constantly, the students can see the thinking change process clearly and find out the knowledge structure shortages and improvements, thereby enhancing the critical thinking ability [2][3].…”

Section: Computer-aided Concept Map Can Promote Learning Ability Of Smentioning

confidence: 99%

Application of Computer-aided Concept Map in Nursing Teaching

Chen¹,

Zhang²,

Nie³

et al. 2017

dtssehs

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Abstract. This article aims at discussing application of the computer-aided concept map in nursing classroom teaching. Based on case studies, the teacher performed teaching on second-year and third-year students majored in nursing and selected from Grades 2010-2014 in the university by using the concept map software and adopted a classroom observation method, a questionaries' method and a concept map evaluation method to understand the students' learning status. The results showed that the computer-aided concept map teaching could promote the students to tease out knowledge and improve their ability sufficient for clinical judgment. It follows that the computer-aided concept map teaching can well assist teachers to perform teaching design, evaluation and reflection, enhance critical thinking ability and learning reflection ability of the students, and improve the teaching effect effectively.

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The longitudinal effect of concept map teaching on critical thinking of nursing students

Cited by 72 publications

References 18 publications

The Outcomes of Integrating Concept Mapping in Nursing Education: An Integrative Review

The Outcomes of Integrating Concept Mapping in Nursing Education: An Integrative Review

An Exploration into Research on Critical Thinking and Its Cultivation: An Overview

Application of Computer-aided Concept Map in Nursing Teaching

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