Abstract
This qualitative study describes the experience of nursing students who construct and use electronic concepts maps in theoretical and clinical settings. Although concept maps are seen as innovative and effective teaching and learning tools, little qualitative data exists that describes the process by which students learn to master the skill of concept mapping. A descriptive approach was used to analyze the data collected during 12 semi-structured interviews. Motivated, open-minded students tend to perceive the usefulness of concept mapping, making the experience positive. Workshops, along with constructive feedback, were deemed essential to helping students master the skill of concept mapping. The results of this study will contribute to the successful integration of group concepts maps as part of a new competency-based nursing program. Results could also be beneficial to programs that wish to adopt concept mapping.
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