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Ethics code: IR.MEDILAM.REC.1394.094
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Mozafari M, Azami S. Investigating the effect of concept map model on learning outcome of internal medicine and surgery in undergraduate nursing students. Journal title 2018; 1 (1)
URL: http://newresearch.medilam.ac.ir/article-1-281-en.html
URL: http://newresearch.medilam.ac.ir/article-1-281-en.html
Department of Nursing, School of Nursing and Midwifery, Ilam University of Medical sciences, Ilam, Iran
Abstract: (1899 Views)
Nursing students need deep and meaningful learning to analyze patients' problems and create an appropriate care plan.
Are, therefore, better at teaching these students the teaching methods that are capable of creating this level of learning,
to be used. The aim of this study was to compare the effect of concept map based education with an integrated method in learning the nursing process course
Nursing students were performed.
Methods: In a quasi-experimental study with a two-group design before and after training, 45 second semester nursing students were selected by sampling method.
Easily selected and randomly divided into control and experimental groups. After the pre-test, students in the control groups
And experimentally for ten sessions and during two months were trained by integrated training method and concept map method, respectively.
Then the post-test was performed. To collect the data, an academic achievement test consisting of two parts was used
Evaluates significant areas of knowledge and learning or students' cognitive domains in the nursing process course.
Statistically analyzed with paired and independent samples and the results using chi-square and SPSS tests using software
Took.
Results: Both educational methods were effective in promoting knowledge and meaningful learning of students. But this difference between the averages before and after
There was a statistically significant difference between the two groups in teaching only in terms of significant learning.
Conclusion: Considering the effect of concept map on students' meaningful learning, it is recommended in cases where deep learning is required.
And there is a high level of curriculum to use this educational method.
Are, therefore, better at teaching these students the teaching methods that are capable of creating this level of learning,
to be used. The aim of this study was to compare the effect of concept map based education with an integrated method in learning the nursing process course
Nursing students were performed.
Methods: In a quasi-experimental study with a two-group design before and after training, 45 second semester nursing students were selected by sampling method.
Easily selected and randomly divided into control and experimental groups. After the pre-test, students in the control groups
And experimentally for ten sessions and during two months were trained by integrated training method and concept map method, respectively.
Then the post-test was performed. To collect the data, an academic achievement test consisting of two parts was used
Evaluates significant areas of knowledge and learning or students' cognitive domains in the nursing process course.
Statistically analyzed with paired and independent samples and the results using chi-square and SPSS tests using software
Took.
Results: Both educational methods were effective in promoting knowledge and meaningful learning of students. But this difference between the averages before and after
There was a statistically significant difference between the two groups in teaching only in terms of significant learning.
Conclusion: Considering the effect of concept map on students' meaningful learning, it is recommended in cases where deep learning is required.
And there is a high level of curriculum to use this educational method.
Keywords: Educational methods, concept map, integrated method, nursing process, meaningful learning, knowledge, student, nursing.
: Cross sectional |
Subject:
General
Received: 2018/07/29 | Accepted: 2018/09/29 | Published: 2018/07/15
Received: 2018/07/29 | Accepted: 2018/09/29 | Published: 2018/07/15
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