Nursing students’ experiences of utilizing a concept map as a learning method in human anatomy and physiology: A qualitative descriptive study

Abstract

BackgroundAlthough concept maps have been strongly advocated for by curriculum developers as a learning method in theory to promote critical thinking and problem –solving abilities for students, there has been widespread criticism of their use in nursing and midwifery curricula. The critic is related to being out-dated, context- driven and decontextualized with little effort of connection to student nurse ‘daily life. The majority of research about concept maps was carried out in western countries. Additionally, little is known about experiences of utilizing concept maps in other contexts. Therefore, in attempt to understand its effectiveness, context specific studies should be undertaken. AimThe aim of this study was to explore and describe the experiences of utilizing a concept maps as a learning method in human anatomy and physiology. DesignThe study employed an explorative, descriptive qualitative approach, with three written open-ended questions. SettingsThe study was conducted at the public university in the north east in Namibia. ParticipantsFifteen nursing students enrolled in a Bachelor of Nursing Science (Clinical) (Honours) at the public university in the north east in Namibia. MethodsThe study enlisted the participation of 15 second and first-year nursing students, who were chosen using a convenience sampling approach. Data were collected by the researcher from 27 September until 18 October 2021. Semi-structured interviews were used to collect data, which were analysed using thematic analysis. ResultsData analysis led to the emergence of the following themes: Understanding of a concept map, positive experiences, negative experiences, and corrective measures to improve the utilisation of CMs. ConclusionThe findings of this study demonstrate that nursing students have both positive and negative experiences with the use of concept maps, indicating a need for improvement. Targeted interventions and strategies should be adopted to promote the utilization of concept maps as a learning method in biological sciences, so as to reinforce the mastery of learning content in human anatomy and biological science. This study recommends well-articulated plans and actions from curricular developers and educators to support and guide students through the process of developing concept maps. The guarantee of using concept maps to reach the full value of competency it was designed to achieve, calls for students to engage in more practice opportunities to reinforce the mastery of using this learning method.