International Research on Evidence-Based Teaching Using the Teaching-Learning Strategy of Concept Mapping

The purpose of this study was to measure the effect of the learning teaching strategy of concept mapping on critical thinking skills of Middle East baccalaureate nursing students compared to Midwestern U.S. baccalaureate nursing students. This international research partnership was designed to improve global health through improved critical thinking skills of nurses. To introduce concept mapping as a teaching and learning tool in a Middle East university where concept mapping has never been used in the nursing curriculum, and to measure the improvement of concept mapping scores. Concept mapping facilitate student critical thinking process and understanding of a given disease process. Ausubel’s Meaningful Learning Theory serves as the theoretical framework for this study. This theory promotes students cognitive reasoning and analytical process. A mixed-method, quasi-experimental design. A convenience sample of 35 students from a Middle Eastern university and 31 students from a Midwestern United States university developed concepts maps in their nursing courses, completed a demographic questionnaire, and answered four qualitative questions about their experiences with concept mapping and how it promoted their critical thinking skills. There was a significant difference (p = .000) between the first and second concept map scores in the Middle East university. The following themes were identified: 1. Enhanced student-centered learning; 2. Encouraged self-guided inquiry; 3. Improved analytical and organizational skills; and 4. Developed greater comprehension skills about the entire disease process. Eighty-six percent (n=59) reported improved critical thinking skills. The findings of this study support the benefit of concept mapping as a teaching and learning strategy when used in a nursing curriculum. Students valued the meaningful learning process and reported improvements in their critical thinking skills. Both groups of university students valued the teaching-learning strategy of concept mapping and its application to the nursing process used in clinical practice.