Thapa Maheswari, Devi Seeta, Mishra Rakhi
Department of Nursing, Aliah University, Kolkata, West Bengal, India.
Symbiosis College of Nursing, Symbiosis International (Deemed University), Pune, Maharashtra, India.
J Educ Health Promot. 2025 Feb 28;14:67. doi: 10.4103/jehp.jehp_644_24. eCollection 2025.
Concept mapping (CM) is a pedagogical approach that allows nursing students to improve their critical thinking (CT) abilities, which is paramount for providing quality patient care that underpins their ability to make sound clinical decisions and judgments by visually understanding the relationships and interconnections between various concepts. The purpose of the present review was to assess the outcome of CM on the CT skills. We searched Scopus, Web of Science, Science Direct, PubMed, and other sources to evaluate the effect of CM on CT among nursing students. The review included articles published between 2012 and 2023. Two authors individually extracted the data, identified the bias risk, and analyzed the data using the PRISMA-ScR framework. Database searches found 985 articles, 11 of which matched the inclusion criteria. 63.64% employed quasi-experimental approaches. 45.45% employed concept mapping instead of integration, whereas 9.09% used sophisticated technology. Second-year BSc Nursing students accounted for 54.55%. In 45.45% of the studies, sample sizes varied between 51 and 100. The studies' overall post-test CT scores were higher in groups which received CM as compared to other conventional pedagogical approaches. Most studies demonstrated minimal bias risk and P values greater than 0.05. The findings of the present study considered CM as an effective teaching method to enhance CT skills and also suggest the implementation of CM. It is recommended that nursing educators, administrators, and faculty evaluate curriculum to integrate CM into courses focused at promoting CT abilities in nursing students to improve the quality of patient care.
概念图绘制（CM）是一种教学方法，可让护理专业学生提高其批判性思维（CT）能力，这对于提供高质量的患者护理至关重要，而高质量的患者护理是他们通过直观理解各种概念之间的关系和相互联系来做出合理临床决策和判断的能力基础。本综述的目的是评估概念图绘制对批判性思维技能的影响。我们检索了Scopus、科学网、Science Direct、PubMed和其他来源，以评估概念图绘制对护理专业学生批判性思维的影响。该综述纳入了2012年至2023年发表的文章。两位作者分别提取数据、识别偏倚风险，并使用PRISMA-ScR框架进行数据分析。数据库搜索找到985篇文章，其中11篇符合纳入标准。63.64%采用了准实验方法。45.45%采用概念图绘制而非整合，而9.09%使用了先进技术。护理学理学学士二年级学生占54.55%。在45.45%的研究中，样本量在51至100之间。与其他传统教学方法相比，接受概念图绘制的组在研究的总体后测批判性思维分数更高。大多数研究显示偏倚风险最小且P值大于0.05。本研究的结果认为概念图绘制是提高批判性思维技能的有效教学方法，并建议实施概念图绘制。建议护理教育工作者、管理人员和教师评估课程，将概念图绘制纳入旨在提高护理专业学生批判性思维能力的课程中，以提高患者护理质量。
