The use of concept maps to evaluate critical thinking in the clinical setting

The effect of Jigsaw technique on nursing students' psychomotor skill levels and academic achievement: A quasi-experimental study

AIM

To determine the effect of Jigsaw Technique on students' psychomotor skill levels, academic achievement and retention of knowledge on local drug applications and their opinion on Jigsaw Technique.

BACKGROUND

It is thought that the use of teaching methods and techniques that will increase the student's participation in the lesson and increase the satisfaction level in the learning process will affect the achievement of the expected outputs at the end of the lesson.

DESIGN

Quasi-experimental educational intervention study.

METHODS

The study was conducted with 98 first-year undergraduate nursing students in Turkey. The students in the intervention group (n=49) learned the subject with the jigsaw technique and the students in the control group (n=49) learned the subject with the traditional method. Data were collected using "Questionnaire for Local Drug Applications", "Skill Assessment Form", "Jigsaw Opinion Scale", "Kolb Learning Style Inventory-III" and demographic questionnaire. Percentage, frequency, independent sample t-test, ANOVA were used in data analysis.

RESULTS

The results showed that there was no statistically significant difference between the local drug application knowledge mean scores of both groups (A: 64.72 SD 11.66; B: 65.89 SD 13.13; p>.05). The difference between the skill point averages of both groups (A: 69.18 ± 15.99; B: 52.35 SD 19.85; p<.05) was found to be significant. In the first and second measurements to determine the permanence of knowledge, the mean score of the intervention group (78.23 SD 13.26; 73.37 SD 14.28) was compared to the control group (67.64 Sd 14.87; 54.42 SD 12.82) was found to be significantly higher (p<.05). It was determined that the Jigsaw Opinion Scale mean score of the students was 55.80 SD 7.49.

CONCLUSIONS

In the results of the study, it was determined that the Jigsaw Technique is an effective teaching method to improve the psychomotor skill levels of nursing first year students and to increase the retention of knowledge.

Effects of web-based concept mapping education on students' concept mapping and critical thinking skills: A double blind, randomized, controlled study

BACKGROUND

Using concept maps in nurse education improves students' critical thinking skills. Offering web-based concept mapping education can increase motivation for learning in students actively using the Internet.

OBJECTIVES

To examine the effects of web-based concept mapping education on nursing students' concept mapping and critical thinking skills.

DESIGN

This is a double-blind, randomized, controlled, experimental study.

SETTINGS

A nursing faculty at a state university in Turkey.

PARTICIPANTS

Second-year nursing students taking the course surgical nursing in the spring term of the academic year of 2018/2019.

METHODS

The experimental group (n = 201) was offered web-based concept mapping education before starting practicums. Data were collected using a students' information form, concept map evaluation keys, and the Critical Thinking Motivational Scale at the end of the practicums. A structured questionnaire was used to reveal opinions of the students about concept mapping.

RESULTS

There was a significant difference in concept mapping scores between the students offered web-based concept mapping education (16.45 ± 10.91) and those not receiving this education (12.70 ± 9.31) (p= .000). Also, there was a significant difference in students' scores for the subscales of Critical Thinking Motivational Scale expectancy, attainment and utility between the groups. The students reported that concept maps facilitated their learning and management of nursing processes but that they occasionally experienced difficulty.

CONCLUSION

It can be concluded that web-based concept mapping education improves concept mapping skills and motivation for critical thinking skills. Web-based education could be utilized as a tool to enhance nursing students' concept mapping and critical thinking skills.

From linear care plan through concept map to Concepto-Plan: The creation of an innovative and holistic care plan

Linear care plans have traditionally been used in nursing education to support nursing students in identifying potential and actual health care problems, and to follow up on those issues with nursing interventions. However, the linear care plan does not support the nursing student with learning in-depth critical thinking, clinical reasoning, creative thinking, and other ways of thinking. Concept mapping was introduced as a way to support the nursing student to improve upon critical thinking and clinical reasoning and to identify relationships among the patient's health care problems. The present manuscript features the development and evaluation of the Concepto-Plan (C-P), an innovative, holistic care plan that moves away from the linear care plan and improves upon the concept map care plan. The C-P focuses on the relationships among the data clusters and the nursing diagnoses and can be used to enhance the therapeutic relationship between the patient and the nursing student. Quality improvement data supports the effectiveness of the C-P for nursing students to organize and prioritize client-centred care while experiencing meaningful learning, professional self-reflection, clinical reasoning, creative and critical thinking skills and the ability to provide an individualized holistic care plan. As a result, the C-P has been integrated into the curriculum in two different nursing programs in two Canadian provinces.

The Effect of Concept Maps on Undergraduate Nursing Students' Critical Thinking

AIM

The aim of the study was to evaluate the effect of using concept maps as a teaching and learning strategy on students' critical thinking abilities and examine students' perceptions toward concept maps utilizing the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines.

BACKGROUND

Researchers have found that almost two thirds of nurse graduates do not have adequate critical thinking skills for a beginner nurse. Critical thinking skills are required for safe practice and mandated by accrediting organizations. Nursing educators should consider teaching and learning strategies that promote the development of critical thinking skills.

METHOD

A literature review was conducted using "concept maps, nursing education, and critical thinking" as the combined search terms. Inclusion criteria were studies that measured the effects of concept mapping on critical thinking in nursing students.

RESULTS

Seventeen articles were identified.

CONCLUSION

Concept maps may be useful tools to promote critical thinking in nursing education and for applying theory to practice.

Effectiveness of teaching strategies on the development of critical thinking in undergraduate nursing students: a meta-analysis

Abstract OBJECTIVE To evaluate the effectiveness of teaching strategies used for development of critical thinking (CT) in undergraduate nursing students. METHOD Systematic review with meta-analysis based on the recommendations of the Joanna Briggs Institute . Searches were conducted in the following databases: PubMed, CINAHL, EMBASE, Web of Science, SCOPUS, LILACS, Cochrane CENTRAL, PsycINFO, ERIC, and a database of theses from four continents. The initial selection and evaluation of studies and assessment of methodological quality was performed by two reviewers independently. RESULTS Twelve randomized clinical trials were included in the study. In the meta-analysis of the four studies included that evaluated the strategy of problem-based learning (PBL), compared to lectures, the effectiveness of PBL was demonstrated with statistical significance (SMD = 0.21 and 95% CI = 0.01 to 0.42; p = 0.0434) for the development of CT in undergraduate nursing students, and the studies were homogeneous (chi-square = 6.10, p = 0.106). CONCLUSION The effectiveness of PBL was demonstrated in the increase of overall CT scores. Further studies need to be conducted in order to develop, implement and evaluate teaching strategies that are guided in high methodological rigor, and supported in theoretical models of teaching and learning.

Does concept mapping enhance learning outcome of nursing students?

AIM

The aim of this study was to assess the concept mapping as a teaching method in the academic achievement of nursing students.

METHOD

This quasi-experimental study was conducted using a crossover design among two groups of total 64 nursing students. Participants were asked to create concept maps (group A) or were evaluated with the traditional method of quiz (group B) for eight weeks and then take a cumulative test (no. 1). Consequently, subjects used the alternate method for another eight weeks and then take the second cumulative test (no. 2).

RESULTS

The results of this study showed that the mean scores for cumulative tests (both no. 1 and no. 2) was higher in the group that engaged in map construction compared to the group that only take the quizzes. In addition, there was a gradual increase in the mean scores of developed map during the eight sessions of intervention.

CONCLUSION

In conclusion, concept mapping has a positive effect on students' academic achievement. These findings could provide valuable evidence for establishing concept mapping as a continuous teaching strategy for nursing students.

Concept mapping: a child health nursing practical exercise

Concept mapping is a teaching-learning strategy that can be used to evaluate a nursing student's ability to critically think in the clinical setting. Nursing students who are committed to patient care, seldom express the ideas of reasoning, and critical thinking in health team care. This article is a description of an educational innovation that utilizes concept mapping as a teaching strategy in the development of critical thinking skills among undergraduate nursing students. The purpose of this article was to prepare a child health nursing example for concept mapping in the educational programs of nursing students. The use of this teaching strategy includes shortening the wording and descriptions for each stage of evaluation to promote ease of use for the student in the growth of critical thinking skills.

Students' perceptions of clinical teaching and learning strategies: a Pakistani perspective

The complexity of the health care environment is increasing with the explosion of technology, coupled with the issues of patients' access, equity, time efficiency, and cost containment. Nursing education must focus on means that enable students to develop the processes of active learning, problem-solving, and critical thinking, in order to enable them to deal with the complexities. This study aims at identifying the nursing students' perceptions about the effectiveness of utilized teaching and learning strategies of clinical education, in improving students' knowledge, skills, and attitudes. A descriptive cross sectional study design was utilized using both qualitative and quantitative approaches. Data were collected from 74 students, using a questionnaire that was developed for the purpose of the study and analyzed using descriptive and non-parametric statistics. The findings revealed that demonstration was the most effective strategy for improving students' skills; reflection, for improving attitudes; and problem based learning and concept map for improving their knowledge. Students' responses to open-ended questions confirmed the effectiveness of these strategies in improving their learning outcomes. Recommendations have been provided based on the findings.

Education strategies to foster health professional students' clinical reasoning skills

Clinical reasoning is an important skill for health professionals that should be developed to achieve high levels of expertise. Several education strategies have been suggested for implementation by health professional educators to foster their students' clinical reasoning skills. The strategies have included the following: problem-based learning, the integrative curriculum, reflection, and concept mapping. This review assesses which is the most effective education strategy for developing the clinical reasoning skills of health professional students. Four publications, from a total of 692 identified records, were included. Overall, this review was not able to make a final conclusion to answer the question. Therefore, there is a need to conduct more studies with larger samples and to undertake research that evaluates the following aspects: more alternate education interventions, variations in the delivery of education interventions, and the cost-effectiveness of implementing education strategies.