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Randomized comparison between objective-based lectures and outcome-based concept mapping for teaching neurological
Li-Ling Hsu1, Hui-Ching Pan2, Suh-Ing Hsieh3
1Graduate Institute of Health Allied Education, National Taipei University of Nursing and Health Sciences, No. 365, Ming-Te Rd., Peitou, Taipei City 11219, Taiwan, ROC.
Nurse Education Today
|January 4, 2016
Summary
Outcome-based concept mapping improved nursing students' learning satisfaction and reduced cognitive load in neurological care. While competency scores increased in both groups, concept mapping fostered a bio-psycho-social approach, potentially enhancing care quality.
Area of Science:
- Nursing Education
- Neurological Care
- Educational Psychology
Background:
- Pre-registration nursing programs often inadequately prepare nurses for neurosciences.
- Effective neurology education is crucial for motivation and competence in handling neurological patients.
Purpose of the Study:
- To evaluate the impact of outcome-based course design using concept mapping on nursing students' competency, cognitive load, and learning satisfaction in neurological care.
- To determine if concept mapping enhances the bio-psycho-social approach in nursing education.
Main Methods:
- A two-group pretest-post-test experimental study.
- Experimental group: outcome-based course design with concept mapping.
- Control group: objective-based lectures.
- Validated scales measured competency, cognitive load, and learning satisfaction.
Main Results:
- Both groups showed significant competency score increases from pre-test to post-test.
- No significant difference in competency scores between groups at post-test.
- Experimental group reported lower cognitive load and higher learning satisfaction than the control group.
Conclusions:
- Outcome-based concept mapping is an effective educational method for neurological nursing.
- This approach may encourage a bio-psycho-social perspective, potentially improving patient care quality.
- Concept mapping positively influences student satisfaction and cognitive load in specialized nursing education.
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