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Effects of Concept Mapping on the Cr...

Maldonado, Sandra.

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Effects of Concept Mapping on the Critical Thinking Skills of Baccalaureate Nursing Students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Effects of Concept Mapping on the Critical Thinking Skills of Baccalaureate Nursing Students./
Author:	Maldonado, Sandra.
Description:	97 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
Contained By:	Dissertation Abstracts International75-09A(E).
Subject:	Education, General. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3623210
ISBN:	9781303955426

Effects of Concept Mapping on the Critical Thinking Skills of Baccalaureate Nursing Students.
Maldonado, Sandra.

Effects of Concept Mapping on the Critical Thinking Skills of Baccalaureate Nursing Students. - 97 p.

Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.

Thesis (Ed.D.)--Walden University, 2014.

Traditional teaching techniques which promote mostly memorization do not help nursing students think critically and solve problems in the clinical setting. The lecture needs to be replaced with evidenced-based methods of improving critical thinking skills of nursing students. The conceptual framework for this exploratory study was based on Ausubel's theory of meaningful learning, which generated concept mapping. Using a nonexperimental, pretest-posttest design the purpose of this study was to evaluate whether concept maps can be used as a teaching strategy to improve the critical thinking of entry-level nursing students. The research questions were used to determine the difference in overall critical thinking scores as well as individual domain scores (analysis, interpretation, inference, evaluation, explanation, and deductive and inductive reasoning) before and after concept map treatment during a 14-weeek clinical session. The California Critical Thinking Skills instrument was used with a convenience sample of 40 nursing students entering a nursing program. Although overall critical thinking scores increased, paired t test results indicated the difference was not statistically significant. Subscores, however, indicated significant gains in the evaluation domain. Further longitudinal research is needed to test the effect of integrating concept mapping throughout the nursing curriculum on students' critical thinking. Social change begins when the student is able to connect theory, content, and practice to clinical problem solving in order to provide the safest and highest quality of care in a time-constrained environment.

ISBN: 9781303955426Subjects--Topical Terms:

1019158
Education, General.

Effects of Concept Mapping on the Critical Thinking Skills of Baccalaureate Nursing Students.
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245 1 0 $a Effects of Concept Mapping on the Critical Thinking Skills of Baccalaureate Nursing Students.
300 $a 97 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
500 $a Advisers: Jessica Cannaday; Beate Baltes.
502 $a Thesis (Ed.D.)--Walden University, 2014.
520 $a Traditional teaching techniques which promote mostly memorization do not help nursing students think critically and solve problems in the clinical setting. The lecture needs to be replaced with evidenced-based methods of improving critical thinking skills of nursing students. The conceptual framework for this exploratory study was based on Ausubel's theory of meaningful learning, which generated concept mapping. Using a nonexperimental, pretest-posttest design the purpose of this study was to evaluate whether concept maps can be used as a teaching strategy to improve the critical thinking of entry-level nursing students. The research questions were used to determine the difference in overall critical thinking scores as well as individual domain scores (analysis, interpretation, inference, evaluation, explanation, and deductive and inductive reasoning) before and after concept map treatment during a 14-weeek clinical session. The California Critical Thinking Skills instrument was used with a convenience sample of 40 nursing students entering a nursing program. Although overall critical thinking scores increased, paired t test results indicated the difference was not statistically significant. Subscores, however, indicated significant gains in the evaluation domain. Further longitudinal research is needed to test the effect of integrating concept mapping throughout the nursing curriculum on students' critical thinking. Social change begins when the student is able to connect theory, content, and practice to clinical problem solving in order to provide the safest and highest quality of care in a time-constrained environment.
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773 0 $t Dissertation Abstracts International $g 75-09A(E).
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