Abstract
Purpose: Concepts maps become fashionable in educational fields as pedagogical tool to improve learning among students. However, the effects of using concept maps are not completely explored. Therfore, this study aimed to explore the effects of using concept maps among nurse students at High Institute of Nursing Sciences and Health Technics in Rabat, Morocco. Methods: an experimental quantitative explanatory research with pre-test and post-test was used. Seventy nursing students from Moroccan nursing school were enrolled in this study. Half of them received a course using classical methods ( control group); the other half received the course using concept maps (experimental group). Before and after the courses the two groups passed the same pre-test and the post-test that assess, via scores, four levels of learning: knowedge, comprehension, analysis and synthesis. Results: the means of student scores were like this: control group ( 7.54±2.52) and the experimental group (12.37±2.76); the means of both groups were significatly different. By using Hake Normalized Gain, control group obtained a score of 0.2 and experimental group had a score of 0.5. The use of concept maps in epidemiology course showed an improvement of nursing student’s results in terms of comprehension, analysis and synthesis. Discussion: The use of concept maps in nurse education classroom allows students to have better results than those who don’t use concept maps. For this, concept maps should be generalized in nurse classroom. And future research should explore the effects of using concept maps on clinical reasoning in nursing student.
Recommended Citation
Ennaciri, Sami; Droui, Mohamed; and Chigr, Fatiha
(2024)
"The Effects of Using Concept Maps on the Results of Nurse Students: An Experimental Study,"
Health Professions Education: Vol. 10:
Iss.
2, Article 6.
DOI: 10.55890/2452-3011.1074
Available at:
https://hpe.researchcommons.org/journal/vol10/iss2/6
