Kaddoura et al. (2016), USA | To explore how junior baccalaureate nursing students perceive the effect of a concept mapping educational strategy on the development of clinical judgment skills. | n = 106 (89% of the participants were female, and 11% were male) | Descriptive study | The findings revealed that the use of concept mapping provided an interactive way to foster the growth of clinical judgment skills in nursing students. |
Lee et al. (2013), Taiwan | To investigate the growth and the other factors influencing the development of critical thinking in response to concept map. | n = 95 (All students were female and the age ranged from 20 to 26 years with a mean of 22.03 years) | Quasi-experimental and longitudinal follow-up design | The results of this study showed that intervention with concept mapping as a teaching strategy had positive effects on critical thinking overtime, which implied that concept map may be useful in helping students how to think critically (t = −2.55, p < 0.05). |
Sarhangi et al. (2010), Iran | To compare the effect of lecture- and concept mapping based learning on cognitive learning levels of nursing students. | n = 66 (60.6% of students were female. The average age of experimental group was 21.23 years and that of control group was ±21.21) | Quasi-experimental design | Concept mapping method is more effective in reaching meaningful learning and high levels of understanding than traditional lectures (the meaningful learning mean scores between groups was statistically significant p < 0.005). |
Trevisani et al. (2016), Brazil | To identify whether the use of concept mapping (CM) strategy assists a student to extend and revise their expertise in oncology and analyze the abilities developed in a student in order to go through theoretical to practical knowledge. | n = 20 (18 (90%) were female and 2 (10%) were male. The age range of most participants was 21 - 28 years) | Descriptive qualitative | The results suggested an increase of autonomy and clinical reasoning in nursing practice. |