Abstract
Concept-based teaching (CBT) has been found to better facilitate students' meaningful learning than traditional pedagogy, but little research has been conducted in nursing education. This mixed-methods study investigated meaningful learning in nursing students. Quantitative data were extracted from archived records and analyzed through multiple regression to compare two groups: students who received CBT and students who received traditional teaching. Students' pretest scores were the best predictor of meaningful learning gain (i.e., difference between pre- and post-test higher order thinking [HOT] scores). No significant between-group differences were noted. Qualitative data were collected from 22 CBT students, purposefully selected for their HOT scores, and analyzed through flow mapping. Integrative analysis found that students who verbalized a greater number of knowledge connections had higher HOT scores and a deeper understanding of nursing principles than did students with lower HOT scores. CBT students' gain in HOT scores may become more apparent over several semesters.
Published Version
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