Comparing the effect of lecture- and concept mapping based learning on cognitive learning levels

As the ultimate goal of professional nursing is to provide high quality care for patients in all fields (biological, psychological and social), nursing educators should use teaching methods that prevents superficial learning of students and improve meaningful and high level learning in them. The aim of this study was to compare the effect of lecture- and concept mapping based learning on cognitive learning levels of nursing students. In a quasi-experimental study with pre- and post-test method, 66 fifth semester nursing students in “Cardiovascular” course were selected by census method and randomly divided into two control and case groups. After performing pre-test, control and case groups received education using lecture and concept mapping, respectively, for 8 sessions during 2 months. Then, the post-test was taken and 4 weeks after, remind test was performed. For gathering data, a research-made educational improvement test consisted of two parts was used. Data was analyzed by repeated measurement ANOVA method and SPSS 15 software. The procedure of total scores change (knowledge and learning level) was statistically significant in each of two methods (p<0.01). The procedure of knowledge scores change was not significant between two groups. But the procedure of scores change in meaningful learning level in case group was statistically significant (p<0.005). Concept mapping method is more effective to access meaningful learning and high levels of understanding than lecture method.