The Effect of Case-Based Learning with or without Conceptual Mapping Method on Critical Thinking and Academic Self-Efficacy of Nursing Students

Fariborz Roshangar , Eskandar Fathi Azar , Parvin Sarbakhsh , Raheleh Azarmi

Abstract

Objectives: Learning is an essential challenge in nursing student’s education. Beneficent learning has a major impact on upbringing efficient nurses. However, one of the methods for achieving optimal learning is using combined strategies for education. Thus, the aim of this study was to assess the effect of case-based learning with or without conceptual mapping on nursing student’s critical thinking and academic self-efficacy. Material and Methods: The present semi-experimental study was conducted among 55 nursing students in their fourth semester of the curriculum (28 students in the experimental group and 27 students in the control group). Before beginning the education, critical thinking and academic self-efficacy of students in both groups were assessed by the California Critical Thinking Skills Test form B (CCTST) and College Academic Self-Efficacy Scale (CASES). The control and experimental groups were educated with concept mapping teaching method and without concept mapping teaching method, respectively, for a duration of 8 weeks (each session lasted for 45 minutes). Statistical analysis was accomplished by SPSS software, version 13. Results: There were no statistically significant differences between both groups in regards to demographic characteristics. In the control group, critical thinking significantly increased at the end of the trial in comparison to the beginning of the procedure (p<0.001). However, there were no statistically significant differences between the two groups in regards to academic self-efficacy (p=0.06). In the educational group, both critical thinking and academic self-efficacy differed significantly when comparing the beginning and end of the intervention (p=0.001). In this regards, both critical thinking and academic self-efficacy increased after the intervention. Comparing the average scores of post-test analysis of groups for critical thinking and academic self-efficacy were statistically insignificant. Conclusions: Using integrative education methods such as conceptual mapping in combination with case-based education had a significant effect on enhancing student’s critical thinking and academic self-efficacy.


How to cite:
Roshangar F, Azar E F, Sarbakhsh P, Azarmi R. The Effect of Case-Based Learning with or without Conceptual Mapping Method on Critical Thinking and Academic Self-Efficacy of Nursing Students. J Biochem Technol 2020;11(1):37-44

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