Collaborative Concept Mapping and Critical Thinking in Fourth-Year Medical Students

Bixler, G. Michael; Brown, Amy; Way, David P.; Ledford, Cynthia H.; Mahan, John D.

doi:10.1177/0009922815590223

Cited by 34 publications

(26 citation statements)

References 24 publications

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“…Our findings were also inconsistent with Bixler et al () who found no significant increase in CT as measured by the CCTST and CCTDI from pretest to posttest when students were educated using a concept mapping approach. Bixler et al concluded that although the difference in CT scores was not significant, the study could serve as an important start toward the development of a curriculum devoted to improving CT.…”

Section: Discussioncontrasting

confidence: 99%

Impact of a concept map teaching approach on nursing students’ critical thinking skills

Kaddoura

VanDyke²,

Yang

2016

Nursing & Health Sciences

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Nurses confront complex problems and decisions that require critical thinking in order to identify patient needs and implement best practices. An active strategy for teaching students the skills to think critically is the concept map. This study explores the development of critical thinking among nursing students in a required pathophysiology and pharmacology course during the first year of a Bachelor of Science in Nursing in response to concept mapping as an interventional strategy, using the Health Education Systems, Incorporated critical thinking test. A two-group experimental study with a pretest and posttest design was used. Participants were randomly divided into a control group (n = 42) taught by traditional didactic lecturing alone, and an intervention group (n = 41), taught by traditional didactic lecturing with concept mapping. Students in the concept mapping group performed much better on the Health Education Systems, Incorporated than students in the control group. It is recommended that deans, program directors, and nursing faculties evaluate their curricula to integrate concept map teaching strategies in courses in order to develop critical thinking abilities in their students.

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Section: Discussioncontrasting

confidence: 99%

Impact of a concept map teaching approach on nursing students’ critical thinking skills

Kaddoura

VanDyke²,

Yang

2016

Nursing & Health Sciences

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“…They found that the results, while not statistically significant, were associated with a gain in knowledge and potential advantages of providing an active learning approach with the material. 13 Although no significant change in CCTST total scores was found, this study is an important starting point to improve understanding regarding the development of critical thinking and its skills in undergraduate nursing students in Brazil. The study involved a relatively short intervention and the results allow us ask important questions about the optimal duration of teaching activities with the aim of teaching content while improving critical thinking skills.…”

Section: Discussionmentioning

confidence: 69%

“…Professors need to carefully select topics for concept mapping and devote adequate time to this activity in order to increase perceived and real learning. 13 Thus, the evolution of students in the mentioned skills is understandable, the identification of signs and symptoms, assessment and decision making are encouraged at all times during ACLS education.…”

Section: Discussionmentioning

confidence: 99%

“…It can be categorized as Not manifested, Weak, Moderate, Strong, or Superior according to the student's overall critical thinking score. It is worth mentioning the classification provided by the CCTST Handbook (2016) according to the test score for the test, with 34 questions, in which overall critical thinking is rated as Superior (24-34), Strong (19-23), Moderate (13)(14)(15)(16)(17)(18), Weak (8)(9)(10)(11)(12), and Not manifested (0-7) 4 Data analysis was performed by using the inferential descriptive statistics and suggested hypothesis test. The socioeconomic data and the results of the critical thinking scores were compiled on a spreadsheet using the statistical program SPSS® version 20.0, coded for their analysis and displayed in tables and graphs.…”

Section: /12 Methodsmentioning

confidence: 99%

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Measurement of General Critical Thinking in Undergraduate Nursing Students: Experimental Study

Carvalho

Cogo

Bittencourt

et al. 2020

Texto contexto - enferm.

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Objective: to compare the levels of general critical thinking and the skills or cognitive attributes involved, individually measured during the training of undergraduate nursing students, through a teaching intervention using Concept Maps. Method: an experimental, randomized, double-blind study with before and after design, conducted with 77 undergraduate nursing students. The research subjects were randomized to the control (38) and experiment (39) groups and both participated in a course on Advanced Life Support in Cardiology for a period of five weeks, when the intervention was the construction of four concept maps. Data collection took place through a sociodemographic questionnaire and the California Critical Thinking Skills Test (CCTST) before and after the course and after in order to measure critical thinking. Results: sociodemographic data confirmed that the groups had similar characteristics. After the intervention using the concept maps, the mean pre-and post-test general critical thinking averages were classified as moderate and showed no statistically significant difference. The t-test for paired samples showed a significantly increased Evaluation skill score (p-value of 0.022) in the posttest for the experiment group. Conclusion: the use of the teaching strategy with construction of the concept maps performed well in the promotion of General Critical Thinking and its abilities. Teaching strategies based on constructivist theories should be encouraged as they play a significant role in improving student learning and critical thinking.

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“…It is expected more than ever to prepare graduate nurses who are competent, knowledgeable, and skillful; subsequently safe and quality practice can be achieved [3]. Therefore, undergraduate nursing curricula and their related teaching and learning practices must be Issues related to autonomous professional nurses who are able to use reasoned judgment and critical thinking to support clinical decisions are extensively discussed in the literature [5], and hence, these skills are now expected outcomes of nursing undergraduate and graduate programs [6]. However, in order to guide the current nursing education, many educators are striving to explore alternative teaching strategies that promoting an effective meaningful learning rather than sticking with traditional lectures [7] [8].…”

Section: Introductionmentioning

confidence: 99%

The Outcomes of Integrating Concept Mapping in Nursing Education: An Integrative Review

Khrais¹,

Saleh²

2017

OJN

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Purpose: The purpose of this review was to investigate the current state of knowledge about the effectiveness of concept mapping in nursing education. Methods: An integrative review adapted a systematic approach. Also, after an extensive search from different databases, ten articles were retrieved and fully reviewed. Results: The ten reviewed articles were adopted quantitative, qualitative, and mixed method designs. Four main themes were identified: 1) from passive to active learners, 2) establishing new knowledge, 3) improving cognitive abilities, and 4) self-confidences in clinical work. Conclusion: Nursing literature supports the importance of including concept maps in nursing education. Educators believe that concept mapping is a motivating teaching strategy, hence, it is fostering the long-term and meaningful learning. Also, the findings of this study might encourage nursing educators to evaluate the current teaching strategies, also, this review might initiate future studies with larger sample size.

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Collaborative Concept Mapping and Critical Thinking in Fourth-Year Medical Students

Cited by 34 publications

References 24 publications

Impact of a concept map teaching approach on nursing students’ critical thinking skills

Impact of a concept map teaching approach on nursing students’ critical thinking skills

Measurement of General Critical Thinking in Undergraduate Nursing Students: Experimental Study

The Outcomes of Integrating Concept Mapping in Nursing Education: An Integrative Review

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