{"title":"Charting critical paths: Exploring how concept mapping amplifies nursing students' critical thinking and elevates patient care - A scoping review.","authors":"Maheswari Thapa, Seeta Devi, Rakhi Mishra","doi":"10.4103/jehp.jehp_644_24","DOIUrl":null,"url":null,"abstract":"<p><p>Concept mapping (CM) is a pedagogical approach that allows nursing students to improve their critical thinking (CT) abilities, which is paramount for providing quality patient care that underpins their ability to make sound clinical decisions and judgments by visually understanding the relationships and interconnections between various concepts. The purpose of the present review was to assess the outcome of CM on the CT skills. We searched Scopus, Web of Science, Science Direct, PubMed, and other sources to evaluate the effect of CM on CT among nursing students. The review included articles published between 2012 and 2023. Two authors individually extracted the data, identified the bias risk, and analyzed the data using the PRISMA-ScR framework. Database searches found 985 articles, 11 of which matched the inclusion criteria. 63.64% employed quasi-experimental approaches. 45.45% employed concept mapping instead of integration, whereas 9.09% used sophisticated technology. Second-year BSc Nursing students accounted for 54.55%. In 45.45% of the studies, sample sizes varied between 51 and 100. The studies' overall post-test CT scores were higher in groups which received CM as compared to other conventional pedagogical approaches. Most studies demonstrated minimal bias risk and P values greater than 0.05. The findings of the present study considered CM as an effective teaching method to enhance CT skills and also suggest the implementation of CM. It is recommended that nursing educators, administrators, and faculty evaluate curriculum to integrate CM into courses focused at promoting CT abilities in nursing students to improve the quality of patient care.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"14 ","pages":"67"},"PeriodicalIF":1.4000,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11940023/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Education and Health Promotion","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4103/jehp.jehp_644_24","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q3","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Concept mapping (CM) is a pedagogical approach that allows nursing students to improve their critical thinking (CT) abilities, which is paramount for providing quality patient care that underpins their ability to make sound clinical decisions and judgments by visually understanding the relationships and interconnections between various concepts. The purpose of the present review was to assess the outcome of CM on the CT skills. We searched Scopus, Web of Science, Science Direct, PubMed, and other sources to evaluate the effect of CM on CT among nursing students. The review included articles published between 2012 and 2023. Two authors individually extracted the data, identified the bias risk, and analyzed the data using the PRISMA-ScR framework. Database searches found 985 articles, 11 of which matched the inclusion criteria. 63.64% employed quasi-experimental approaches. 45.45% employed concept mapping instead of integration, whereas 9.09% used sophisticated technology. Second-year BSc Nursing students accounted for 54.55%. In 45.45% of the studies, sample sizes varied between 51 and 100. The studies' overall post-test CT scores were higher in groups which received CM as compared to other conventional pedagogical approaches. Most studies demonstrated minimal bias risk and P values greater than 0.05. The findings of the present study considered CM as an effective teaching method to enhance CT skills and also suggest the implementation of CM. It is recommended that nursing educators, administrators, and faculty evaluate curriculum to integrate CM into courses focused at promoting CT abilities in nursing students to improve the quality of patient care.
概念映射(CM)是一种教学方法,允许护理学生提高他们的批判性思维(CT)能力,这对于提供高质量的病人护理至关重要,通过直观地理解各种概念之间的关系和相互联系,巩固他们做出合理临床决策和判断的能力。本综述的目的是评估CM对CT技能的影响。我们检索Scopus、Web of Science、Science Direct、PubMed等资料,评价CM对护生CT的影响。该综述包括2012年至2023年间发表的文章。两位作者分别提取数据,确定偏倚风险,并使用PRISMA-ScR框架分析数据。数据库检索发现985篇文章,其中11篇符合纳入标准。63.64%采用准实验方法。45.45%的企业采用概念映射而不是集成,而9.09%的企业采用复杂技术。护理学学士二年级学生占54.55%。在45.45%的研究中,样本量在51到100之间。与其他传统教学方法相比,接受CM的组的总体测试后CT评分更高。大多数研究显示偏倚风险最小,P值大于0.05。本研究结果认为中医是一种有效的提高CT技能的教学方法,并建议中医的实施。建议护理教育工作者、管理人员和教师对课程进行评估,将CM整合到以提高护理学生CT能力为重点的课程中,以提高患者护理质量。