The Impact of Basic Life Support Teaching Program Using Concept Mapping Method on Meaningful Learning in Nursing Students of AJA

Today, there are different methods for teaching students and clinical staff to maintain their information, knowledge and medical skills. One of these modern teaching methods is based on concept map.
This study aimed to determine the effect of concept mapping teaching methods based on meaningful learning of basic life support (BLS) in nursing students.
This quasi-experimental study compared the two methods of concept mapping-based learning and lecture on meaningful learning of BLS in the Army nursing school in 2015. In this study, 57 nursing students from the first semester were enrolled in two groups to learn BLS using concept map and lecture methods. Twenty eight students were randomly assigned to the concept mapping group and 29 to the control group (speech). After the pre-test, students had two sessions of theory and a practical session of working with the model, and then were trained with concept mapping and speech, respectively. Immediately after the training, the first post-test and then post-test knowledge of students were taken regarding the knowledge without remembering, one and four weeks later. To collect data, a valid and reliable questionnaire was used. To analyze the data, SPSS software version 22, Fisher’s exact test, t-test, and repeated measures ANOVA (RM ANOVA) were used.
Before and after training both groups, there were statistically significant differences. The mean scores in all the three phases of post-test awareness training had a significant upward trend (P 0.05).
Discussion and In this study, there was no statistically significant difference between teaching methods based on concept mapping and lecture regarding meaningful learning (higher levels of knowledge) of BLS.