Effectiveness of concept mapping and traditional linear nursing care plans on critical thinking skills in clinical pediatric nursing course

Abstract

Introduction:Concept map is a useful cognitive tool for enhancing a student's critical thinking (CT) by encouraging students to process information deeply for understanding. However, the evidence regarding its effectiveness on nursing students’ CT is contradictory. This paper compares the effectiveness of concept mapping and traditional linear nursing care planning on students’ CT.Methods:An experimental design was used to examine the CT of 60 baccalaureate students who participated in pediatric clinical nursing course in the Shahrekord University of Medical Sciences, Shahrekord, Iran in 2013.Results:Participants were randomly divided into six equal groups of each 10 student, of which three groups were the control group, and the others were the experimental group. The control group completed nine traditional linear nursing care plans, whereas experimental group completed nine concept maps during the course. Both groups showed significant improvement in overall and all subscales of the California CT skill test from pretest to posttest (P < 0.001), but t-test demonstrated that improvement in students’ CT skills in the experimental group was significantly greater than in the control group after the program (P < 0.001).Conclusions:Our findings support that concept mapping can be used as a clinical teaching-learning activity to promote CT in nursing students.

Hemşirelik Öğrencilerinin Bakım Planı Hazırlamada Yaşadıkları Güçlüklerin Kök Nedenlerinin İncelenmesi

“…Hemşirelik sürecinin tüm aşamalarının etkin bir şekilde çalıştığından emin olmak için klinik alanda kullanılması son derece önemlidir (21). Diğer yandan yapılan çalışmalarda kavram haritaları ile çalışmanın hemşirelik öğrencilerinde bakım planı ile çalışmaktan daha fazla yarar sağladığı da görülmektedir (22,23). Hemşirelik öğrencileri bakım planı geliştirme ve bunu uygulamada bazı zorluklar yaşamaktadır (12).…”

Ülseratif Kolitin Pediatrik Bakımı Ve Kavram Haritası

“…Bu çalışma kurumda yapılmış bir araştırma değil kişi-olgu ile yapılmış ve kişiden ve yakınından sözlü ve yazılı onamlar alınmıştır. 1,7,8,18 Hemşirelik bakım sürecinin kavram haritası yoluyla sunulması öğrencilerin;…”

Stimulasi Critical Thinking Mahasiswa Melalui Pendekatan Concept Mapping-Vignette Pada Mata Kuliah Keperawatan Anak

“…Salah satu permasalahan dalam pendidikan keperawatan yaitu dibutuhkannya pengembangan strategi pembelajaran yang secara aktual mampu membantu peningkatan kemampuan critical thinking mahasiswa, yang pada akhirnya akan membantu mahasiswa melakukan pertimbangan dan penilaian klinis keperawatan di lahan praktik atau pada saat mereka bekerja sebagai perawat (Riede, P.M., 2015). Critical thinking didefinisikan sebagai proses siklus yang tidak linear dan memungkinkan seseorang untuk membuat keputusan berdasarkan pada apa yang harus diyakininya dan apa yang harus dilakukan dalam konteks tertentu (Aein, F., Aliakbari, F., 2017). Selain itu Scheffer & Rubenfeld, 2000, dalam Li, Shasha, & Ye, Xuchun, 2019, dan Facione, 1990dalam McCormick, K., 2014 menambahkan bahwa kemampuan critical thinking dalam keperawatan mencakup kemampuan interpretasi, analisis, evaluasi, dan inferens, sebagaimana kemampuan menjelaskan bukti-bukti, konseptual, metodologikal, kriteriologikal, ataupun pertimbangan kontekstual, yang kesemuanya mendasari penilaian atas suatu kondisi.…”

“…Aplikasi dari beberapa strategi pembelajaran ini belum dapat meningkatkan kemampuan critical thinking yang baik pada mahasiswa. Beberapa strategi dapat digunakan untuk meningkatkan critical thinking, diantaranya simulasi (McCormick, K., 2014;Gamble, A.S., 2017;Zarifsanaiey, N., Amini, M., Saadat, F., 2016), problem-based learning (Da Costa, F., Barbosa, A., 2018;Li, S., Ye, X., Chen, W., 2019), high fidelity (Miller, M.L., 2018), dan concept mapping (Aein, F., Aliakbari, F., 2017). Concept mapping menjadi salah satu strategi yang dapat digunakan untuk menstimulasi kemampuan critical thinking mahasiswa.…”

“…Sedangkan dari hasil inferensial, mayoritas mahasiswa baik dari kelompok intervensi maupun dari kelompok kontrol masih berada di tahap sedang, menandakan bahwa mahasiswa belum mampu menggabungkan antara ilmu-ilmu yang telah mereka dapatkan sebelumnya, yaitu ilmu konsep dasar keperawatan, ilmu keperawatan dasar, patofisiologi dan fisiologi, ke dalam ilmu keperawatan anak. Hasil ini bertolak belakang dengan penelitian sebelumnya (Aein, F., Aliakbari, F., 2017) yang menunjukkan bahwa melalui concept mapping keterampilan inferensial dan deduksi pada kelompok eksperimen memiliki nilai lebih tinggi secara signifikan daripada kelompok kontrol.…”