The effect of education through conceptual mapping on critical thinking of nursing students
To determine the effect of conceptual mapping on nursing students' critical thinking. The quasi-experimental case-control study was conducted from April 2015 to October 2016 at the University of Medical Sciences, Shiraz, Iran, and comprised students of Fatemeh-Zahra School of Nursing and Midwif...
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| Veröffentlicht in: | Journal of the Pakistan Medical Association 2019-08, Vol.69 (8), p.1094-1098 |
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| container_title | Journal of the Pakistan Medical Association |
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| creator | Mohammadi, Fateme Momennasab, Marzieh Rostambeygi, Parisa Ghaderi, Salar Mousazadeh, Somayeh |
| description | To determine the effect of conceptual mapping on nursing students' critical thinking.
The quasi-experimental case-control study was conducted from April 2015 to October 2016 at the University of Medical Sciences, Shiraz, Iran, and comprised students of Fatemeh-Zahra School of Nursing and Midwifery, Shiraz. The students were randomly assigned to intervention and control groups. Baseline data was collected using a two-part questionnaire, including demographic items and California Critical Thinking Skills Test. Both groups underwent 24 six-hour training sessions 3 times a week. The intervention and control groups were trained by conceptual map and integration methods, respectively. Post-intervention data was collected using the same questionnaire and was analysed using SPSS 13.
Of the 81 subjects, 41(50.6%) were in the intervention group and 40(49.4%) in the control group. The mean age was 25.12}3.71 years in the intervention group and 25.5}4.10 years in the control group (p>0.05). At baseline, there was no significant difference between the mean critical thinking scores of the two groups (p=0.781). Postintervention values increased in both groups, but the mean critical score was significantly higher in the intervention group (p |
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The quasi-experimental case-control study was conducted from April 2015 to October 2016 at the University of Medical Sciences, Shiraz, Iran, and comprised students of Fatemeh-Zahra School of Nursing and Midwifery, Shiraz. The students were randomly assigned to intervention and control groups. Baseline data was collected using a two-part questionnaire, including demographic items and California Critical Thinking Skills Test. Both groups underwent 24 six-hour training sessions 3 times a week. The intervention and control groups were trained by conceptual map and integration methods, respectively. Post-intervention data was collected using the same questionnaire and was analysed using SPSS 13.
Of the 81 subjects, 41(50.6%) were in the intervention group and 40(49.4%) in the control group. The mean age was 25.12}3.71 years in the intervention group and 25.5}4.10 years in the control group (p>0.05). At baseline, there was no significant difference between the mean critical thinking scores of the two groups (p=0.781). Postintervention values increased in both groups, but the mean critical score was significantly higher in the intervention group (p<0.0001).
Concept mapping was found to be an effective approach for improving students' critical thinking skills.</description><identifier>ISSN: 0030-9982</identifier><identifier>PMID: 31431759</identifier><language>eng</language><publisher>Pakistan: Knowledge Bylanes</publisher><subject>Adult ; Analysis ; Concept Formation ; Critical thinking ; Decision making ; Education ; Education, Nursing - methods ; Female ; Humans ; Male ; Nursing ; Nursing education ; Nursing students ; Patient care ; Social aspects ; Students ; Students, Nursing ; Teachers ; Teaching ; Thinking ; Young Adult</subject><ispartof>Journal of the Pakistan Medical Association, 2019-08, Vol.69 (8), p.1094-1098</ispartof><rights>COPYRIGHT 2019 Knowledge Bylanes</rights><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/31431759$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Mohammadi, Fateme</creatorcontrib><creatorcontrib>Momennasab, Marzieh</creatorcontrib><creatorcontrib>Rostambeygi, Parisa</creatorcontrib><creatorcontrib>Ghaderi, Salar</creatorcontrib><creatorcontrib>Mousazadeh, Somayeh</creatorcontrib><title>The effect of education through conceptual mapping on critical thinking of nursing students</title><title>Journal of the Pakistan Medical Association</title><addtitle>J Pak Med Assoc</addtitle><description>To determine the effect of conceptual mapping on nursing students' critical thinking.
The quasi-experimental case-control study was conducted from April 2015 to October 2016 at the University of Medical Sciences, Shiraz, Iran, and comprised students of Fatemeh-Zahra School of Nursing and Midwifery, Shiraz. The students were randomly assigned to intervention and control groups. Baseline data was collected using a two-part questionnaire, including demographic items and California Critical Thinking Skills Test. Both groups underwent 24 six-hour training sessions 3 times a week. The intervention and control groups were trained by conceptual map and integration methods, respectively. Post-intervention data was collected using the same questionnaire and was analysed using SPSS 13.
Of the 81 subjects, 41(50.6%) were in the intervention group and 40(49.4%) in the control group. The mean age was 25.12}3.71 years in the intervention group and 25.5}4.10 years in the control group (p>0.05). At baseline, there was no significant difference between the mean critical thinking scores of the two groups (p=0.781). Postintervention values increased in both groups, but the mean critical score was significantly higher in the intervention group (p<0.0001).
Concept mapping was found to be an effective approach for improving students' critical thinking skills.</description><subject>Adult</subject><subject>Analysis</subject><subject>Concept Formation</subject><subject>Critical thinking</subject><subject>Decision making</subject><subject>Education</subject><subject>Education, Nursing - methods</subject><subject>Female</subject><subject>Humans</subject><subject>Male</subject><subject>Nursing</subject><subject>Nursing education</subject><subject>Nursing students</subject><subject>Patient care</subject><subject>Social aspects</subject><subject>Students</subject><subject>Students, Nursing</subject><subject>Teachers</subject><subject>Teaching</subject><subject>Thinking</subject><subject>Young Adult</subject><issn>0030-9982</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2019</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNptkU1LxDAQhntQ3HX1L0hAEC-VNGnS5rgsfsGCl_XkoaTpZBttk9okB_-9XXcFF2QOM7zzzDC8c5LMMaY4FaIks-Tc-3eMCWcYnyUzmuU0K5iYJ2-bFhBoDSogpxE0UclgnEWhHV3ctkg5q2AIUXaol8Ng7BZNXTWaYNSkhdbYjx9RIxtHvyt9iA3Y4C-SUy07D5eHvEheH-43q6d0_fL4vFqu0y3FIqSgaEm41CIrOVeqLgrOOSVNpglmhSRlLkAqSmtCMkkKTZoS8oZRzKEmGlO6SG73e4fRfUbwoeqNV9B10oKLviKUclEWeS4m9HqPbmUHlbHahVGqHV4tmSgYZyXDE3X3DzVFA72ZDAFtJv1o4ObPQAuyC613Xdw56Y_Bq8Opse6hqYbR9HL8qn4fQr8Bq_KEVQ</recordid><startdate>20190801</startdate><enddate>20190801</enddate><creator>Mohammadi, Fateme</creator><creator>Momennasab, Marzieh</creator><creator>Rostambeygi, Parisa</creator><creator>Ghaderi, Salar</creator><creator>Mousazadeh, Somayeh</creator><general>Knowledge Bylanes</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>7X8</scope></search><sort><creationdate>20190801</creationdate><title>The effect of education through conceptual mapping on critical thinking of nursing students</title><author>Mohammadi, Fateme ; Momennasab, Marzieh ; Rostambeygi, Parisa ; Ghaderi, Salar ; Mousazadeh, Somayeh</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-g309t-ec3826af91866ccb7766632d1f2057a2849eac33b221a27f2d8e4d5306eb2f033</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2019</creationdate><topic>Adult</topic><topic>Analysis</topic><topic>Concept Formation</topic><topic>Critical thinking</topic><topic>Decision making</topic><topic>Education</topic><topic>Education, Nursing - methods</topic><topic>Female</topic><topic>Humans</topic><topic>Male</topic><topic>Nursing</topic><topic>Nursing education</topic><topic>Nursing students</topic><topic>Patient care</topic><topic>Social aspects</topic><topic>Students</topic><topic>Students, Nursing</topic><topic>Teachers</topic><topic>Teaching</topic><topic>Thinking</topic><topic>Young Adult</topic><toplevel>online_resources</toplevel><creatorcontrib>Mohammadi, Fateme</creatorcontrib><creatorcontrib>Momennasab, Marzieh</creatorcontrib><creatorcontrib>Rostambeygi, Parisa</creatorcontrib><creatorcontrib>Ghaderi, Salar</creatorcontrib><creatorcontrib>Mousazadeh, Somayeh</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>MEDLINE - Academic</collection><jtitle>Journal of the Pakistan Medical Association</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Mohammadi, Fateme</au><au>Momennasab, Marzieh</au><au>Rostambeygi, Parisa</au><au>Ghaderi, Salar</au><au>Mousazadeh, Somayeh</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The effect of education through conceptual mapping on critical thinking of nursing students</atitle><jtitle>Journal of the Pakistan Medical Association</jtitle><addtitle>J Pak Med Assoc</addtitle><date>2019-08-01</date><risdate>2019</risdate><volume>69</volume><issue>8</issue><spage>1094</spage><epage>1098</epage><pages>1094-1098</pages><issn>0030-9982</issn><abstract>To determine the effect of conceptual mapping on nursing students' critical thinking.
The quasi-experimental case-control study was conducted from April 2015 to October 2016 at the University of Medical Sciences, Shiraz, Iran, and comprised students of Fatemeh-Zahra School of Nursing and Midwifery, Shiraz. The students were randomly assigned to intervention and control groups. Baseline data was collected using a two-part questionnaire, including demographic items and California Critical Thinking Skills Test. Both groups underwent 24 six-hour training sessions 3 times a week. The intervention and control groups were trained by conceptual map and integration methods, respectively. Post-intervention data was collected using the same questionnaire and was analysed using SPSS 13.
Of the 81 subjects, 41(50.6%) were in the intervention group and 40(49.4%) in the control group. The mean age was 25.12}3.71 years in the intervention group and 25.5}4.10 years in the control group (p>0.05). At baseline, there was no significant difference between the mean critical thinking scores of the two groups (p=0.781). Postintervention values increased in both groups, but the mean critical score was significantly higher in the intervention group (p<0.0001).
Concept mapping was found to be an effective approach for improving students' critical thinking skills.</abstract><cop>Pakistan</cop><pub>Knowledge Bylanes</pub><pmid>31431759</pmid><tpages>5</tpages></addata></record> |
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| source | MEDLINE; DOAJ Directory of Open Access Journals; EZB-FREE-00999 freely available EZB journals |
| subjects | Adult Analysis Concept Formation Critical thinking Decision making Education Education, Nursing - methods Female Humans Male Nursing Nursing education Nursing students Patient care Social aspects Students Students, Nursing Teachers Teaching Thinking Young Adult |
| title | The effect of education through conceptual mapping on critical thinking of nursing students |
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