Evaluation of student perceptions of concept mapping activity in a didactic pharmaceutics course

Randomized comparison between objective-based lectures and outcome-based concept mapping for teaching neurological care to nursing students

“…High cognitive load can even have negative impacts on learning (Broyles et al, 2011). Previous studies describe that concept mapping is effective because concept maps help the students integrate difficult to conceptualize relationships and help them to think critically about how each concept is interrelated (Canasi et al, 2014;Vadlapatla et al, 2014). Through the use of concept maps, educators can potentially assist learners to connect their existing knowledge to new content (Martin et al, 2015).…”

“…Concept maps also provide a means to connect and organize links between disease processes, body systems, and physiological effects of disease while providing the guidance for developing a plan of care (Cook et al, 2012). Concept mapping is a tool that can be used not only as a learning tool but also as an evaluation tool where the instructor may identify both valid and invalid ideas held by students (Vadlapatla et al, 2014). A graphic presentation can be used to integrate curriculum knowledge and help students construct their personal knowledge (Chiou, 2008).…”

“…Within recent years, there has been an increasing interest in concept mapping as a powerful tool to educate new knowledge (Saeidifard et al, 2014). Many studies show that concept mapping can improve learning outcomes (Moattari et al, 2014;Saeidifard et al, 2014;Vadlapatla et al, 2014). Concept mapping helps students integrate their basic knowledge and realize new information they learn (Williams, 2004).…”

“…Clinical concept mapping is a valuable strategy for improvement of critical thinking of nursing students (Moattari et al, 2014) and can enhance students' reasoning ability (Luckowski, 2003). In addition, it is a useful tool for integrating instructional concepts in a pharmaceutics course for pharmaceutical students (Vadlapatla et al, 2014) and medical students using concept mapping outperformed those in the traditional didactic program (Surapaneni and Tekian, 2013).…”

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

“…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.…”