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IRCT2016122317546N7 IRCT 2017-01-13 Vicechancelor of Shiraz University of Medical Science,infront of fllestin street,Zand street,Shiraz The effect of education through conceptual mapping on critical thinking The effect of education through conceptual mapping on critical thinking of nursing students 2016-03-20 anticipated 90 Complete https://irct.ir/trial/16113 interventional Randomization: Randomized, Blinding: Single blinded, Placebo: Not used, Assignment: Parallel, Purpose: Other. N/A Critical thinking of nursing students. Intervention 1: The intervention group will be educated based on conceptual mapping. All the concepts taught in this educational method are in the form of images and intertwined shapes (spider-like). The main concept will be located in the center and minor ones are on sidelines. The intervention group spend the first session on learning about definition of conceptual map, how to implement this method, and the benefits of conceptual mapping. During 23 sessions, 11 educational topics (Chronic Obstructive Pulmonary Disease (COPD), asthma, acute respiratory distress syndrome, atelectasis, pulmonary embolism, pneumothorax, renal failure, glomerulonephritis, pyelonephritis, liver failure, and liver cirrhosis) are selected according to the lesson plans of medical surgical nursing III and IV courses and common diseases in aforementioned clinical settings. Each topic will be taught within two sessions. During the first session, the students will present a conceptual map considering the potential and practical problems related to the patients they were responsible for. Then, defects and problems of the provided conceptual map will be identified by other students and the researcher (instructor) and some recommendations will be provided. During the second session, each student will be represent his/her revised conceptual map.The students in the control group are also divided into 5 teams of 9 and first will receive some descriptions on the purposes of the program, students’ duties, and the integrated educational method. Similar to the intervention group, the students will be received 24 six-hour educational sessions on eleven topics using integrated method (i.e. group discussion, conference, and lecture). Each topic will be taught through two sessions. During the first session, the topic is presented through lectures and then, the students’ questions or difficulties in understanding will be resolved. In the second session, the students will be asked to provide nursing diagnoses and care plans for patients on the basis of the content taught in the previous session. this process will continue until the end of 24 sessions and presents all discussions.Two weeks after the intervention, all the students were invited to a research center and completed the critical thinking skills questionnaire (form B) once more. Intervention 2: The students in the control group were also divided into 5 teams of 9 and first received some descriptions on the purposes of the program, students’ duties, and the integrated educational method. Similar to the intervention group, the students received 24 six-hour educational sessions on eleven topics using integrated method (i.e. group discussion, conference, and lecture). Each topic was taught through two sessions. During the first session, the topic was presented through lectures and then, the students’ questions or difficulties in understanding were resolved. In the second session, the students were asked to provide nursing diagnoses and care plans for patients on the basis of the content taught in the previous session. this process will continue until the end of 24 sessions and presents all discussions.Two weeks after the intervention, all the students were invited to a research center and completed the critical thinking skills questionnaire (form B) once more.
public Fateme Mohammadi
School of Nursing and Midwifery, Namazi Square, Shiraz, Iran Shiraz
Shiraz Iran (Islamic Republic of) +98 71 3626 7101 mnasab48@yahoo.com Shiraz University of Medical Scienses scientific Dr. Marzieh Momennasab
School of Nursing and Midwifery, Namazi Square, Shiraz, Iran Shiraz
Shiraz Iran (Islamic Republic of) +98 71 3626 7101 momennasab@sums.ac.ir Shiraz University of Medical Sciences Iran (Islamic Republic of) Inclusion criteria: having passed the medical surgical internship 3 and 4; willing to participate in the study and being unfamiliar with conceptual mapping. Exclusion criteria: unwillingness to continue to participate in the study and will be absent in the practical sessions. 19 years 35 years Both Other Treatment - Drugs The intervention group will be educated based on conceptual mapping. All the concepts taught in this educational method are in the form of images and intertwined shapes (spider-like). The main concept will be located in the center and minor ones are on sidelines. The intervention group spend the first session on learning about definition of conceptual map, how to implement this method, and the benefits of conceptual mapping. During 23 sessions, 11 educational topics (Chronic Obstructive Pulmonary Disease (COPD), asthma, acute respiratory distress syndrome, atelectasis, pulmonary embolism, pneumothorax, renal failure, glomerulonephritis, pyelonephritis, liver failure, and liver cirrhosis) are selected according to the lesson plans of medical surgical nursing III and IV courses and common diseases in aforementioned clinical settings. Each topic will be taught within two sessions. During the first session, the students will present a conceptual map considering the potential and practical problems related to the patients they were responsible for. Then, defects and problems of the provided conceptual map will be identified by other students and the researcher (instructor) and some recommendations will be provided. During the second session, each student will be represent his/her revised conceptual map.The students in the control group are also divided into 5 teams of 9 and first will receive some descriptions on the purposes of the program, students’ duties, and the integrated educational method. Similar to the intervention group, the students will be received 24 six-hour educational sessions on eleven topics using integrated method (i.e. group discussion, conference, and lecture). Each topic will be taught through two sessions. During the first session, the topic is presented through lectures and then, the students’ questions or difficulties in understanding will be resolved. In the second session, the students will be asked to provide nursing diagnoses and care plans for patients on the basis of the content taught in the previous session. this process will continue until the end of 24 sessions and presents all discussions.Two weeks after the intervention, all the students were invited to a research center and completed the critical thinking skills questionnaire (form B) once more. The students in the control group were also divided into 5 teams of 9 and first received some descriptions on the purposes of the program, students’ duties, and the integrated educational method. Similar to the intervention group, the students received 24 six-hour educational sessions on eleven topics using integrated method (i.e. group discussion, conference, and lecture). Each topic was taught through two sessions. During the first session, the topic was presented through lectures and then, the students’ questions or difficulties in understanding were resolved. In the second session, the students were asked to provide nursing diagnoses and care plans for patients on the basis of the content taught in the previous session. this process will continue until the end of 24 sessions and presents all discussions.Two weeks after the intervention, all the students were invited to a research center and completed the critical thinking skills questionnaire (form B) once more. Critical thinking of nursing students. Timepoint: Before intervention & two week of intervention. Method of measurement: California Critical Thinking Skills Test, Form B. Vicechancelor of Shiraz University of Medical Science,infront of fllestin street,Zand street,Shiraz Approved 2016-12-14 Ethics Committee of Shiraz University of Medical Sciences shiraz, 7th floor, Shiraz University of Medical Sciences, Zand Blvd., Shiraz, Iran shiraz Iran (Islamic Republic of)