Concept mapping as a teaching method to facilitate critical thinking in nursing education

This article has been cited by other articles in PMC. Abstract Background A learning strategy underutilized in medical education is mind mapping. Mind maps are multi-sensory tools that may help medical students organize, integrate, and retain information.

Concept mapping as a teaching method to facilitate critical thinking in nursing education

Phil and curriculum to address these skills. Hanekom thinking skills of two fourth year cohorts of students were compared pre and post Division of Physiotherapy, Stellenbosch University intervention.

This cohort of students scored high on both measurement instruments both pre and post-implementation. While there were no differences in composite score between the groups, individual items on the SACRR had a tendency to differ. No statistical difference in pre and post-scores was observed. The indings of this study have highlighted the need for investigation into the implementation of these strategies as well as the method of application.

Comparison to similar cohorts in other South African universities could further highlight methods for improving strategies to enhance clinical reasoning and critical thinking.

In als to recognize relevant information. The development of dence of beneit when comparing PBL Embedded in the CR process is the these skills is one of the driving forces to lecture based curricula include: Critical thinking of a curriculum change inone continuing learning.

The authors, along is the ability of a clinician to analyse of the new educational strategies used with their colleagues within the Division was a Problem Based Learning PBL of Physiotherapy at SU questioned these approach to teaching and learning for beneits 3 years after implementation Correspondence author: These Technologies, Within health professions education concerns were supported by research Private Bag X1, HPEa variety of educational strate- where, due to an often poor methodolog- Matieland, gies, including PBL, have been proposed ical quality of studies as well as the lack Email: We used a cross level to attempt to address the anecdo- students the opportunity to integrate and sectional study design with students reg- tal evidence of poor CT and CR skills expand the knowledge, concepts and istered for the BSc Physiotherapy degree through additional educational interven- skills acquired in Physiotherapy Science at SU who had successfully completed tions.

Concept mapping as structures of heath care. This integration the APT III module in or or a strategy aims to serve as a means of was regarded as a building block in the did not provide informed consent.

The students completed the Diagnostic When creating concept maps, students While there is limited evidence of the Thinking Inventory DTI which has develop concepts and identify relation- success of PBL as an individual strategy been validated in physiotherapy popula- ships of hierarchical nature between in improving CR Coker,it is not tions Jones, as a measure of CT those concepts.

This method has been clear whether a combination of these skills.

Concept mapping as a teaching method to facilitate critical thinking in nursing education

The DTI consists of 41 questions advocated to assist students in bridg- two strategies could result in further divided into two sub-scales measuring 1 ing the gap between theory and clinical improvements in this skill Daley, Flexibility in thinking and 2 Structure practice McMillan, Through It was considered necessary by the of memory Bordage, et al.

In addition students are strategies employed to improve the CR sive modes of enquiry during the clinical provided the opportunity to understand and CT skills of undergraduate students. Structure of memory refers to this knowledge as well as integrate this This study aimed to inform both the a network of knowledge which is held new knowledge into individual existing divisional process related to curricular together by abstract relationships and not knowledge bases Senita, There design in its aim to deliver irst-contact a general list of medical information.

We also intended skills, the Self-Assessment of Clinical guide student feedback, as a resource for to contribute to the wider understanding Relection and Reasoning SACRR learning and as an assessment strategy in of the value of concept maps in foster- instrument was used.

The cur- students before they enter the inal year of the relective process and addresses riculum includes lecture based modules clinical rotation. A third data collection instrument, Group B Concept map a speciically designed datasheet was Group A PBL cohort cohort developed to ensure comparability of A concept map was developed the two student cohorts and included The group scribe was respon- by the group during the feed- matriculation year; year of irst entry to Learning sible for collating the learning back session.

The individually and submitted to the case introduction. The third and Period of more than 2 years inal session was the feedback session. Differences and similarities between the two groups PBL feedback sessions are presented in Table 1.

The clinical module rotation at the start of no difference in the student proile when results showed a trend toward favouring the inal year. Students completed each compared at baseline Table 2. For categorical variables However, these differences did not reach the educational intervention initiated by gender, race and time after graduation statistical signiicance in this sample.

The assumption of homogene- just by chance would need to be con- increase in these scores. However, one of the factors not are reported at the alpha level of 0.

The observed difference reached taken into consideration by the Division All reported P values are two-sided. Negligible effect through the introduction of PBL to their strategy decisions Wilkinson, The question has now been raised et.The aim of this paper is to describe the utilisation of concept-mapping as a teaching method to facilitate critical thinking by students in nursing education.

The description of the utilisation of. Chabeli, M.().Concept-mapping as a teaching method to facilitate critical thinking in nursing education.

Health SA Gesondheid vol 15, issue no.1 Mauk,K.L.().Gerontological Nursing. Concept-mapping has been identified as a stimulating learning method to facilitate critical thinking by encouraging students to connect new knowledge to their prior learning, and to give students an opportunity to gain further, wide and varied knowledge of a number of concepts in a short period (Akinsanya & Williams ).

Concept mapping: A strategy for teaching and evaluation in nursing education - ScienceDirect

Critical thinking is used at each phase of the nursing process Critical Thinking "the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and /or evaluating information gathered from or generated by observation, experience, reflection, reasoning, or communication as a guide to belief.

In a Turkish study, Atay and Karabacak’s () experimental group of nursing students used concept maps to develop care plans, which “was an important factor in increasing critical thinking . Critical thinking (CT), or the ability to engage in purposeful, self-regulatory judgment, is widely recognized as an important, even essential, skill.

This article describes an ongoing meta-analysis that summarizes the available empirical evidence on the impact of instruction on the development and enhancement of critical thinking skills and dispositions.

Clinical concept mapping: Does it improve discipline-based critical thinking of nursing students?