Journal of Clinical and Biomedical Sciences
Year: 2025, Volume: 15, Issue: 1, Pages: 22-27
Original Article
Kapil Adarsh Sikha1, Samuel Devi1∗
1Department of Medical-Surgical Nursing, Krupanidhi College of Nursing, Bengaluru, Karnataka, India
*Corresponding Author
Email: [email protected]
Received Date:21 August 2024, Accepted Date:12 December 2024, Published Date:25 March 2025
Background: Nursing program aims to provide students with the necessary skills to apply sound clinical judgment. Concept mapping fosters meaningful learning and promotes critical thinking abilities that are essential for achieving this goal. Objective: To evaluate the effectiveness of concept mapping methods among nursing students in developing clinical judgement skills. Materials and Methods: A quasi-experimental pretest-post-test study design was adopted. The study was conducted at Krupanidhi College of Nursing, affiliated with Rajiv Gandhi University of Health Sciences (RGUHS). A convenient sample of 41 second-year undergraduate nursing students during the academic year 2022-2023 were divided randomly into experimental groups (n=103) and control groups (n=103). The students were given case scenarios and asked to make a care plan, and their clinical judgement was evaluated. After a few days of the pre-test, the same group of students were given the same case scenarios and asked to make a concept mapping to prepare a care plan. Then, the clinical judgement of the students was evaluated. Pearson Chi-square and Paired t-test were used for statistical analysis. Result: Most of the students (n=4; 9.75%) were in the age group 20 years, and females were predominant (n=30; 73.2%) compared to males (n=11;26.8%). Most subjects, 34.1%, were Hindu, followed by 31.7% Christians, 24.4% Buddhist and 9.8% Muslim. The results showed a statistically significant difference between pre- and post-awareness sessions among the study group regarding concept mapping on clinical judgement (p<0.05). There was no correlation between the students' pre- and post-test clinical judgement skills with demographic variables (p>0.05), except for the pre-test clinical judgement skills with gender. Conclusion: Using concept mapping may provide an interactive way to foster the growth of clinical judgment skills in nursing students.
Keywords: Concept mapping, Clinical judgement, Mind mapping, Clinical reasoning, Problem solving
This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Published By Sri Devaraj Urs Academy of Higher Education, Kolar, Karnataka
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