Concept Mapping and Enhancement of Problem Based Learning Practices among Nursing Students: A Quasi Experimental Study | ||
| Trends in Nursing and Health Care Journal | ||
| Volume 9, Issue 2, August 2025, Pages 29-48 PDF (818.57 K) | ||
| Document Type: Original Article | ||
| DOI: 10.21608/tnhcj.2025.376596.1069 | ||
| Authors | ||
| Esraa M Soltan* 1; Wagdy Talaat2; Fathya abdelrazek Afifi3 | ||
| 1Nursing Administration Department. Faculty of Nursing. Suez Canal University, Egypt. | ||
| 2Professor of Pathology, Faculty of Medicine, Suez Canal University, Ismailia, Egypt. | ||
| 3Nursing Administration, Faculty of Nursing-Suez Canal University | ||
| Abstract | ||
| Background: Concept mapping (CM) is a complementary strategy to problem-based learning (PBL). Therefore, using concept maps in PBL could improve students’ practices in tutorial sessions. Aim: The current study aimed to study the effect of a training program on using CM in the enhancement of PBL practices among nursing students at Suez Canal University. Methods: A quasi-experimental design was conducted at the Faculty of Nursing in Suez Canal University, including a comprehensive sample of first-year students. Data were collected using five tools: a students’ knowledge questionnaire about CM, a structured tool for assessing concept maps in PBL, a students’ performance in PBL tutorial sessions questionnaire, concept maps developed by students in brainstorming sessions, and a students’ opinion about working with CM on PBL scale. Results: The CM training program had a significant positive effect on the knowledge and practice of nursing students. There was a significant correspondence between the preset learning objectives and the learning objectives\issues generated by study groups students compared with control groups at the follow-up phase. Furthermore, there was a significant improvement in nursing students’ attitude toward using CM in PBL tutorial sessions. Conclusion: CM enhances nursing students’ practices in PBL tutorial sessions by facilitating the extraction of more learning objectives and issues, improving their performance in these sessions, and increasing their positive attitude towards using CM for enhancing the PBL process and memorizing relevant information. Recommendations: Implement necessary measures to adopt and monitor the use of the CM strategy in PBL tutorial sessions as a teaching-learning strategy. | ||
| Keywords | ||
| Brainstorming session; Concept mapping; Debriefing session; Nursing students; Problem-Based Learning; Training program | ||
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