International Research on Evidence-Based Teaching Using the Teaching-Learning Strategy of Concept Mapping

2.50
Hdl Handle:
http://hdl.handle.net/10755/316833
Category:
Abstract
Type:
Presentation
Title:
International Research on Evidence-Based Teaching Using the Teaching-Learning Strategy of Concept Mapping
Author(s):
Miller, Teresa L.; Abu Nijmeh-Fakhouri, Amal; Haras, Mary S.; Samawi, Zepure; Abu Ali, Naji; Saca-Hazboun, Hanan
Lead Author STTI Affiliation:
Non-member
Author Details:
Teresa L. Miller, MSN, PCNS-BC, RN, email: tmiller@sxu.edu; Amal Abu Nijmeh-Fakhouri, MSN, RN; Mary S. Haras, MS, MBA, APN, NP-C, CNN; Zepure Samawi, PhD, RN; Naji Abu Ali, MSN, RN; Hanan Saca-Hazboun, MSN, RN
Abstract:

Session presented on: Saturday, April 5, 2014

The purpose of this study was to measure the effect of the learning teaching strategy of concept mapping on critical thinking skills of Middle East baccalaureate nursing students compared to Midwestern U.S. baccalaureate nursing students. This international research partnership was designed to improve global health through improved critical thinking skills of nurses. To introduce concept mapping as a teaching and learning tool in a Middle East university where concept mapping has never been used in the nursing curriculum, and to measure the improvement of concept mapping scores. Concept mapping facilitate student critical thinking process and understanding of a given disease process. Ausubel’s Meaningful Learning Theory serves as the theoretical framework for this study. This theory promotes students cognitive reasoning and analytical process. A mixed-method, quasi-experimental design. A convenience sample of 35 students from a Middle Eastern university and 31 students from a Midwestern United States university developed concepts maps in their nursing courses, completed a demographic questionnaire, and answered four qualitative questions about their experiences with concept mapping and how it promoted their critical thinking skills. There was a significant difference (p = .000) between the first and second concept map scores in the Middle East university. The following themes were identified: 1. Enhanced student-centered learning; 2. Encouraged self-guided inquiry; 3. Improved analytical and organizational skills; and 4. Developed greater comprehension skills about the entire disease process. Eighty-six percent (n=59) reported improved critical thinking skills. The findings of this study support the benefit of concept mapping as a teaching and learning strategy when used in a nursing curriculum. Students valued the meaningful learning process and reported improvements in their critical thinking skills. Both groups of university students valued the teaching-learning strategy of concept mapping and its application to the nursing process used in clinical practice.

Keywords:
Concept Map; Critical Thinking Skills
Repository Posting Date:
13-May-2014
Date of Publication:
13-May-2014
Conference Date:
2014
Conference Name:
Nursing Education Research Conference 2014
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing; National League of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
Nursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolis
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription.  Contact your library for assistance in obtaining the as-published article

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleInternational Research on Evidence-Based Teaching Using the Teaching-Learning Strategy of Concept Mappingen_GB
dc.contributor.authorMiller, Teresa L.en_GB
dc.contributor.authorAbu Nijmeh-Fakhouri, Amalen_GB
dc.contributor.authorHaras, Mary S.en_GB
dc.contributor.authorSamawi, Zepureen_GB
dc.contributor.authorAbu Ali, Najien_GB
dc.contributor.authorSaca-Hazboun, Hananen_GB
dc.contributor.departmentNon-memberen_GB
dc.author.detailsTeresa L. Miller, MSN, PCNS-BC, RN, email: tmiller@sxu.edu; Amal Abu Nijmeh-Fakhouri, MSN, RN; Mary S. Haras, MS, MBA, APN, NP-C, CNN; Zepure Samawi, PhD, RN; Naji Abu Ali, MSN, RN; Hanan Saca-Hazboun, MSN, RNen_GB
dc.identifier.urihttp://hdl.handle.net/10755/316833-
dc.description.abstract<p>Session presented on: Saturday, April 5, 2014</p> The purpose of this study was to measure the effect of the learning teaching strategy of concept mapping on critical thinking skills of Middle East baccalaureate nursing students compared to Midwestern U.S. baccalaureate nursing students. This international research partnership was designed to improve global health through improved critical thinking skills of nurses. To introduce concept mapping as a teaching and learning tool in a Middle East university where concept mapping has never been used in the nursing curriculum, and to measure the improvement of concept mapping scores. Concept mapping facilitate student critical thinking process and understanding of a given disease process. Ausubel’s Meaningful Learning Theory serves as the theoretical framework for this study. This theory promotes students cognitive reasoning and analytical process. A mixed-method, quasi-experimental design. A convenience sample of 35 students from a Middle Eastern university and 31 students from a Midwestern United States university developed concepts maps in their nursing courses, completed a demographic questionnaire, and answered four qualitative questions about their experiences with concept mapping and how it promoted their critical thinking skills. There was a significant difference (p = .000) between the first and second concept map scores in the Middle East university. The following themes were identified: 1. Enhanced student-centered learning; 2. Encouraged self-guided inquiry; 3. Improved analytical and organizational skills; and 4. Developed greater comprehension skills about the entire disease process. Eighty-six percent (n=59) reported improved critical thinking skills. The findings of this study support the benefit of concept mapping as a teaching and learning strategy when used in a nursing curriculum. Students valued the meaningful learning process and reported improvements in their critical thinking skills. Both groups of university students valued the teaching-learning strategy of concept mapping and its application to the nursing process used in clinical practice. <p>en_GB
dc.subjectConcept Mapen_GB
dc.subjectCritical Thinking Skillsen_GB
dc.date.available2014-05-13T16:43:31Z-
dc.date.issued2014-05-13-
dc.date.accessioned2014-05-13T16:43:31Z-
dc.conference.date2014en_GB
dc.conference.nameNursing Education Research Conference 2014en_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.hostNational League of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.descriptionNursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolisen_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription.  Contact your library for assistance in obtaining the as-published articleen_GB
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