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Evaluating critical thinking in clinical concept maps: a pilot study.

Sandee L Hicks-Moore1, Pamela J Pastirik

  • 1University of New Brunswick, Saint John, Canada. shicks@unbsj.ca

International Journal of Nursing Education Scholarship
|December 5, 2006
PubMed
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Concept maps in clinical nursing education enhance critical thinking skills. This pilot study shows that concept mapping improves nursing students

Area of Science:

  • Nursing Education
  • Healthcare System Complexities
  • Clinical Preparedness

Background:

  • The evolving healthcare system demands highly skilled nurses proficient in critical thinking and decision-making.
  • Nurse educators play a crucial role in cultivating critical thinking abilities in future nursing professionals.
  • Concept mapping is a pedagogical strategy hypothesized to foster critical thinking in nursing students.

Purpose of the Study:

  • To evaluate the level of critical thinking demonstrated in clinical concept maps created by second-year baccalaureate nursing students.
  • To explore the impact of concept mapping on clinical preparedness among nursing students.

Main Methods:

  • A pilot study involving second-year baccalaureate nursing students in a five-week clinical practicum.

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  • Students submitted final clinical concept maps.
  • Data collection included eighteen concept maps and focus groups with students and instructors.
  • The Holistic Critical Thinking Scoring Rubric was employed to assess critical thinking levels.

    • Main Results:

    • Analysis of concept maps and focus group data indicated that concept mapping fostered critical thinking skills.
    • The development of clinical concept maps was associated with improved clinical preparedness in nursing students.

    Conclusions:

    • Concept mapping is an effective strategy for nurturing critical thinking in nursing education.
    • Integrating concept maps into clinical practicums can enhance students' readiness for complex healthcare environments.