Effects of web-based concept mapping education on students' concept mapping and critical thinking skills: A double blind, randomized, controlled study

Abstract

Background: Using concept maps in nurse education improves students' critical thinking skills. Offering web-based concept mapping education can increase motivation for learning in students actively using the Internet.

Objectives: To examine the effects of web-based concept mapping education on nursing students' concept mapping and critical thinking skills.

Design: This is a double-blind, randomized, controlled, experimental study.

Settings: A nursing faculty at a state university in Turkey.

Participants: Second-year nursing students taking the course surgical nursing in the spring term of the academic year of 2018/2019.

Methods: The experimental group (n = 201) was offered web-based concept mapping education before starting practicums. Data were collected using a students' information form, concept map evaluation keys, and the Critical Thinking Motivational Scale at the end of the practicums. A structured questionnaire was used to reveal opinions of the students about concept mapping.

Results: There was a significant difference in concept mapping scores between the students offered web-based concept mapping education (16.45 +/- 10.91) and those not receiving this education (12.70 +/- 9.31) (p=.000). Also, there was a significant difference in students' scores for the subscales of Critical Thinking Motivational Scale expectancy, attainment and utility between the groups. The students reported that concept maps facilitated their learning and management of nursing processes but that they occasionally experienced difficulty.

Conclusion: It can be concluded that web-based concept mapping education improves concept mapping skills and motivation for critical thinking skills. Web-based education could be utilized as a tool to enhance nursing students' concept mapping and critical thinking skills.