The Effects of Applying Care Map into Course for Nursing College Students in Taiwan

Tuesday, 13 July 2010: 4:25 PM

Chun-Ying Chiang, PhD, RN
Department of Nursing, I-Shou University, Yanchao Township, Taiwan
Yu-Hua Lin, PhD, RN
Nursing Department, I-Shou University, Kaohsiung County, Taiwan
Chu-Yun Lu, PhD, RN
Department of Nursing, I-Shou University, Kaohsiung County, Taiwan

Learning Objective 1: The learner will be able to gain a knowledge on the strategy for improving critical thinking ability.

Learning Objective 2: The learner will be able to realize how care map may improve critical thinking ability.


The purpose of this study was to examine the outcomes of applying care map into nursing process course on nursing college students in Taiwan.


A quasi-experimental design with a one-group, pre-intervention survey, intervention, and post-intervention survey method was used. A sample of 118 second-year nursing college students in a four-year university was recruited.  The concept of care map was integrated into the nursing process course for a 16-weeks period to improve the ability of critical thinking. A 20-item, 5-point Likert scale was used, with higher scores indicating better performance of critical thinking. This scale was divided into four sections concerning: systematicity and analyticity, open-mindedness, inquisitiveness, and reflection. Descriptive statistic and paired t test was used.

Results: The mean age of participants was 19.87.  Most participants were females (85.6%), no religion (46.6%), never taking nursing process course (87.2%) and care map (72.2%). The majority of participants (43.2%) studied nursing because of convenience of searching job.

The findings showed that the scores of critical thinking were significantly different from pretest to posttest. The results indicated that the nursing students’ critical thinking scores were increased after receiving care map teaching.  Furthermore, this study found that the critical thinking scores of systematicity and analyticity, inquisitiveness, and reflection were significantly different, but the score of open-mindedness was not different from pre to posttests. The results indicated that the nursing students had promoted the critical thinking abilities in the aspects of systematicity and analyticity inquisitiveness, and reflection when receiving care map teaching.  However, the care map teaching may not promote the critical thinking ability in the aspect of open-mindedness.


Care map could be a way to promote nursing students’ critical thinking.  We may incorporate care map into different nursing courses.