The Research Of Using Concept Maps To Analyze Clinical Cases

Objective:Using concept maps to analyze clinical cases in baccalaureate nursing students of our school, compare with the traditional nursing procedures, to evaluate the effectiveness of concept maps in developing critical thinking ability in baccalaureate nursing students, to explore the feasibility of concept map as an evaluation tool, the teaching effectiveness of concept maps in nursing education and students'attitudes on it.Method:This study is a quasi-experimental study, the research objects are baccalaureate nursing students in third-year of our school. A voluntary sample (n= 60) was randomly assigned to experimental (n= 30) and control (n= 30) groups. The study lasted for 12 weeks, five teaching cases were provided during this period of time:medical department (cerebral embolism and diabetes), surgical department (post operation of lung cancer), gynecology department (pregnancy-induced hypertension) and the emergency department (multiple injuries).The experimental group was taught to use concept maps to analyze clinical cases, the concept maps drawn by students were measured with self-designed rating scale, and a self-designed questionnaire used for collecting the comments and attitude of students on the concept maps. The control group was taught to use traditional nursing care plans. Critical thinking ability was measured with the Critical Thinking Disposition Inventory-Chinese Version at the beginning and the end of the research. Result:At the beginning of the study, there was no significant difference in CTDI-CV scales between the experimental group and the control group. A significant difference (p< 0.05) was found in the total scores and each subscale between the two groups at the end of the study, except for "open-minded" and "curiosity". A significant difference (p< 0.05) was found in the total scores and each subscale between the beginning and the end of the experimental group, except for "open-minded". But the control group did not, there was no significant difference in the total scores and each subscale between the beginning and the end of the control group, except for "curiosity ". All the first concept maps drawn by the students of experimental group received low scores, but the following showed improvement. Students expressed positive comments on concept maps strategy.Conclusion: 1.The concept maps are effective in helping students develop critical thinking ability than traditional nursing care plans.2.Through analyzing the concept maps of students drawn, it can evaluate students'theoretical level, the use of capacity and thinking process, that means concept maps can be used as evaluation tools.3.The concept maps are an effective teaching strategy, and Students expressed positive comments on it.