About this paper

Appears in:
Page: 5007 (abstract only)
Publication year: 2010
ISBN: 978-84-613-5538-9
ISSN: 2340-1079

Conference name: 4th International Technology, Education and Development Conference
Dates: 8-10 March, 2010
Location: Valencia, Spain

HOW DO YOU TEACH A NURSING STUDENT CRITICAL THINKING SKILLS? CONCEPT MAPS: A PILOT STUDY

L. Puhek

National University (UNITED STATES)
Hospitals have high expectations for new nursing graduates. Nurse educators are facing greater pressure to prepare nursing graduates who are able to think critically and solve problems in a variety of clinical settings. This shift in nursing education requires that active teaching strategies be implemented to promote active learning versus rote memorization. One example of an active learning strategy is concept mapping. Concept mapping is not a new idea various disciplines of science, engineering, marketing and business have used mind maps to portray the relationship between concepts. However, there is little empirical evidence on the effectiveness of concept mapping in nursing education.
The purpose of this quasi-experimental pilot study is to research the effectiveness of concept maps in developing critical thinking skills of students enrolled in an accelerated Bachelor of Science nursing program. Research addressed the question: Are there differences in a nursing student’s critical thinking skills after the implementation of classroom- based teaching of concept mapping?
The study used a one group, pretest posttest design. Subjects for the study were obtained from the accessible population of nursing students enrolled in an accelerated Bachelor of Sciences school of nursing in the southwest United States. The nursing students in the accelerated program are required to complete the standardized Assessment Technology Institute (ATI) Critical Thinking Assessment (CTA) test upon entry into their first adult clinical nursing course. The students will be instructed on the use concept mapping in the theory section of the first two nursing courses over a twelve-week period. An active teaching learning method will be utilized to create the concept maps as they relate to the course content. The student’s critical thinking skills will be measured at the end of the twelve weeks by repeating the same standardized Assessment Technology Institute (ATI) Critical Thinking Assessment (CTA) test. The scores of the two testing periods will be statistically analyzed to assess the impact of concept maps on critical thinking skills.
A sample size of 22 students consented, but only six subjects completed the study. The data obtained from this pilot study were inconclusive. The small sample size with the CTA exit test results showed no statistical significant difference. The raw results ask more questions rather than providing answers.
@InProceedings{PUHEK2010HOW,
author = {Puhek, L.},
title = {HOW DO YOU TEACH A NURSING STUDENT CRITICAL THINKING SKILLS? CONCEPT MAPS: A PILOT STUDY },
series = {4th International Technology, Education and Development Conference},
booktitle = {INTED2010 Proceedings},
isbn = {978-84-613-5538-9},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {8-10 March, 2010},
year = {2010},
pages = {5007}}
TY - CONF
AU - L. Puhek
TI - HOW DO YOU TEACH A NURSING STUDENT CRITICAL THINKING SKILLS? CONCEPT MAPS: A PILOT STUDY
SN - 978-84-613-5538-9/2340-1079
PY - 2010
Y1 - 8-10 March, 2010
CI - Valencia, Spain
JO - 4th International Technology, Education and Development Conference
JA - INTED2010 Proceedings
SP - 5007
EP - 5007
ER -
L. Puhek (2010) HOW DO YOU TEACH A NURSING STUDENT CRITICAL THINKING SKILLS? CONCEPT MAPS: A PILOT STUDY , INTED2010 Proceedings, p. 5007.
User:
Pass: