Concept Mapping and Student's Critical Thinking in Nursing Administration Course.

Abstract

Background: Concept mapping is an innovative approach in health care education. It considers one of the active teaching and learning methods promoting critical thinking. The students are better able to organize knowledge, create Connections, and develop clinical judgment skills that ultimately improve patient safety and quality care .Aim the present study aimed to investigate the effect of using concept mapping on students critical thinking in nursing administration course. Methods: A quasi-experimental research design was used and the study sample included(376) students who were studied nursing administration course during the second semester of academic years 2018/2019 , They were divided into two groups experimental group(n=189)and control group(n=187).Data was collected by using , knowledge questionnaire regarding concept mapping of student’s ,Rubric for assessing concept maps, and California Critical Thinking Disposition Inventory Results: statistically significant difference was found between both pre and post awareness sessions among the study group regarding concept map knowledge. As well as, significant difference between both groups regarding the students’ critical thinking disposition. In addition the study group students have change in perceived Critical thinking more than the students in the control group. Conclusions: Concept Maps are considered an effective educational methods to promote Critical thinking as it reflects of the learners’ thinking process image. Recommendation: concept maps could be usefully used in other curricula and nursing instructors may improve the nursing core competency via using them into coursKey Words: Concept Mapping, Critical Thinking , Nursing Students