Effect of Concept Mapping Teaching Method on Critical Thinking Skills of Nursing Students
Journal of Critical Care Nursing : August 30, 2010, 3 (4); e7155
October 30, 2010
Article Type: Research Article
August 30, 2016
June 08, 2010
F, Seyyed Mazhari
A, et al. Effect of Concept Mapping Teaching Method on Critical Thinking Skills of Nursing Students,
Crit Care Nurs J.
Introduction: Improving critical thinking is one of the most important objectives in nursing education. This study was performed to investigate the effect of concept mapping on critical thinking skills of the nursing students. Methods: This quasi-experimental study was done with two groups design, and pre-test post-test method in 2009. 66 5th semester nursing students were selected through census method and randomly divided into two intervention and control groups. Control and intervention groups received education using lecture method and concept mapping, respectively, for 8 sessions during 2 months. The statistical analysis was done by software SPSS 15. Descriptive statistics, independent t-test, chi-square and ANOVA were used. Results: Performing concept mapping led to a significant increase in critical thinking skills scores in all domains except analysis domain (p=0.286) and deductive reasoning domain (p=0.104) in the intervention group in comparison with the control group. In spite of the significant increase in the mean score of critical thinking of the intervention group, comparing the mean difference of pre and post tests in the two groups (p=0.053), only analysis domain showed no significant difference. Conclusion: Using concept mapping in the education of nursing students may lead to develop critical thinking skills as one of the important duties of higher education.
Concept mapping, Critical thinking skills, Nursing education.
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