Effect of Educational Program about Concepts Mapping on Critical Thinking Skills for Nursing Administration Studentss | ||||
| Tanta Scientific Nursing Journal | ||||
| Volume 38, Issue 3, August 2025 PDF (847.73 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/tsnj.2025.445705 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Marwa El Sayed Mohammed1; Fouada Mohamed Shabaan2; Maha Eid Shoker3; Walaa Mostafa Eid3 | ||||
| 11Nursing teacher at Biala secondary technical Nursing School, Kafr El-Sheikh, Egypt. 2Master student at Nursing Administration, Faculty of Nursing, Tanta University, Egypt | ||||
| 2Professor of Nursing Administration, Faculty of Nursing, Tanta University, Egypt.sity, Egypt� | ||||
| 3Assistant Professor of Nursing Administration, Faculty of Nursing, Tanta University, Egypt. | ||||
| Abstract | ||||
| Background: Current nursing practice requires nurses to develop their critical thinking skills in order to administer safe, optimal nursing care, solve nursing practice problems creatively, and make effective decisions. Concept mapping educational program could be a useful method to help nursing administration students develop their critical thinking abilities for practical problem solving. Objective: Determine the effect of educational program about concepts mapping on critical thinking skills for nursing administration students. Setting: Faculty of Nursing, Tanta University. Subject: Fourth year undergraduate nursing administration students (N= 222). Tools: Tool I: Knowledge about Concept Mapping and Critical Thinking Questionnaire, Tool II: Concepts Mapping Assessment and Tool III: Critical Thinking Skills Assessment. Results: Preprogram, few (8.15%) compared to majority (90.5%) had high level of total knowledge about concept mapping and critical thinking at post and follow up program. The concept mapping assessment revealed statistically significant improvement in students� concept mapping skills post than preprogram with further improvement or maintenance at the follow-up. Highly statistically significant improvement of students solving of management problems by concept mapping found at post and follow up than preprogram. Highly statistically significant improvement of total level of student's critical thinking knowledge and skills found for problem solving. Conclusion: Implementation of an educational program about concept mapping give a significant improvement of student's critical thinking skills Recommendations: Concept mapping need to formally embed into nursing education to help students connect theoretical knowledge with real-life administrative decision-making scenarios | ||||
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