Faraji Azam, Banafshi Zhina, Jalali Rostam, Jalali Amir
Nursing Department, Kermanshah University of Medical Sciences, Kermanshah, Iran.
Student Research Committee, Kermanshah University of Medical Sciences, Kermanshah, Iran.
BMC Med Educ. 2025 May 28;25(1):792. doi: 10.1186/s12909-025-07392-4.
Concept map is a novel metacognitive approach in education that can improve critical thinking and decision making skills in students and nurses. Therefore, the current systematic review and meta-analysis was conducted aimed to determine the effect of the concept map approach in nursing education.
The present systematic review and meta-analysis was performed to analyze the published studies in the no time limit until Sep. 2024 according to the PRISMA 2020 guideline. Articles related to the purpose of the study were obtained from MagIran, SID, ProQuest, PubMed, Scopus, and Web of science (WoS) databases, and Google Scholar search engine using relevant and validated keywords. Heterogeneity among studies was examined using the I index and Egger's regression intercept was used to examine the publication bias.
In the initial search, 579 studies were found, of which finally 44 articles with a sample size of 1722 people in the intervention group, and 1712 people in the control group were included in the meta-analysis. As a result of combining the studies, the educational performance score in the intervention group increased more than the control group [95% confidence interval: (1.693 ± 0.194, P < 0.001)]. The results of the subgroup analysis showed that the positive effect of performing concept map is more in the nursing students than working nurses, although this result was not statistically significant (P ˃ 0.05).
The results of this study showed that the concept map has significantly increased the performance of nursing education. The results of this study can be considered by educational and therapeutic policy makers.
概念图是教育中一种新颖的元认知方法，可提高学生和护士的批判性思维和决策能力。因此，进行了本次系统评价和荟萃分析，旨在确定概念图方法在护理教育中的效果。
根据PRISMA 2020指南，进行本次系统评价和荟萃分析，以分析截至2024年9月无时间限制的已发表研究。使用相关且经过验证的关键词，从MagIran、SID、ProQuest、PubMed、Scopus和科学网（WoS）数据库以及谷歌学术搜索引擎中获取与研究目的相关的文章。使用I指数检验研究间的异质性，并使用Egger回归截距检验发表偏倚。
在初步检索中，共找到579项研究，最终纳入荟萃分析的有44篇文章，干预组样本量为1722人，对照组样本量为1712人。综合研究结果显示，干预组的教育表现得分比对照组增加得更多[95%置信区间：（1.693±0.194，P<0.001）]。亚组分析结果表明，尽管该结果无统计学意义（P>0.05），但概念图对护理专业学生的积极影响大于在职护士。
本研究结果表明，概念图显著提高了护理教育的表现。教育和治疗政策制定者可参考本研究结果。
