Evaluation of the Effect of Concept Map Educational Method on Nursing Students’ Perception of Teaching-Learning Conditions: A Quasi-experimental Study

A concept map is recognized as a beneficial tool that can lead to course content comprehension through information processing. There is limited research on the use of concept mapping in the clinical education of nursing students. Therefore, the present study aimed to evaluate the effect of the concept mapping method on nursing students’ perception of teaching-learning conditions.

This was a quasi-experimental study with a posttest performed on 84 nursing students who received the special nursing apprenticeship credit. The students were divided into two control (n=40) and experimental (n=44) groups by simple random method. The content of the course of patient care process design in CCU was taught to the subjects in the control and experimental groups by the conventional (columnar) and concept map methods, respectively. Data were collected using a two-section questionnaire encompassing demographic characteristics and the experiences of the teaching and learning questionnaire (ETLQ). In addition, data analysis was performed using descriptive and analytical methods such as independent t-test and one-way ANOVA.

In this study, there was a significant difference between the two groups regarding the scores of four subscales of organization and structure, teaching and learning, students and teachers, and assessment and other set work and overall ETL score.

It is suggested that the concept map method be used as a beneficial technique in the area of nursing students’ clinical education.