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The Effect of Concept Mapping on Critical Thinking of Jordanian Nursing Students
Aim:
The aim of this study was to explore the effectiveness of concept maps in improving the critical thinking of nursing students.
Method:
This quasi-experimental study was conducted using a pretest-posttest design among two groups of a total of 115 nursing students. Participants were either exposed to concept mapping sessions or taught with traditional lecturing; the assessment tool was a test of critical thinking completed before and after the intervention.
Results:
The mean scores for critical thinking were higher in the group that engaged in mapping sessions compared to the traditional lecture group.
Conclusion:
This study supports the usefulness of concept maps as a teaching strategy to promote development of nursing students' critical thinking abilities. These findings could provide valuable evidence for establishing concept mapping as a promising teaching strategy for nursing students.
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