All Title Author
Keywords Abstract

The Impact of Concept Mapping on Caring Efficacy of Palestinian Nursing Students at Clinical Setting

DOI: 10.4236/ojn.2019.91006, PP. 59-67

Keywords: Concept Mapping, Caring Efficacy, Nursing Education, Students

Full-Text   Cite this paper   Add to My Lib


Background: The rapid change of health care delivery affirms the need for a change in the culture of nursing education through identifying the challenge to nursing faculty that many teach in the way they were taught, and suggesting a focus on the exploration of new teaching methods and student learning, rather than only focus on content coverage. Objectives: To examine the impact of concept mapping on caring efficacy of Palestinian nursing students. Methods: A quasi-experimental design, pre-post test, two groups (intervention and control group) were used. Convenience sample of 80 (40 participants in each group) nursing students from Arab American University, Jenin. Caring Efficacy was measured by Caring Efficacy Scale. The statistical tests such as t-test (independent and paired t-test) were used to examine the effect of concept mapping on caring efficacy of the fourth year nursing students at their clinical training. Results: Independent-samples t-test revealed statistically significant differences between the two groups in caring efficacy (t = 2.589, df = 78, P = 0.011); students in the intervention group showed higher level of caring efficacy than students in the control group during their clinical training. Conclusion: Concept mapping was found to be an effective teaching method for nursing students. The use of concept mapping is useful in enhancing meaningful learning.


[1]  Benner, P., Sutphen, M., Leonard, V. and Day, L. (2010) Educating Nurses: A Call for Radical Transformation. Jossey-Bass, San Francisco, CA.
[2]  Giddens, J. (2007) Infusing Conceptual Learning in the Classroom and Clinical Setting. NLN Summit, Phoenix, AZ.
[3]  Koehler, C.J. (2001) Nursing Process Mapping Replaces Nursing Care Plans. Fuszard’s Innovative Teaching Strategies in Nursing. 3rd Edition, Aspen, Gaithersburg, MD.
[4]  Schuster, P.M. (2000) Concept Mapping: Reducing Clinical Care Plan Paperwork and Increasing Learning. Nurse Educator, 25, 76-81.
[5]  Wheeler, L.A. and Collins, S.R. (2003) The Influence of Concept Mapping on Critical Thinking in Baccalaureate Nursing Students. Journal of Professional Nursing, 19, 339-346.
[6]  Watson, J. (2006) Caring Theory as an Ethical Guide to Administrative and Clinical Practices. Nursing Administration Quarterly, 30, 48-55.
[7]  Eley, D., Eley, R., Bertello, M. and Rogers-Clark, C. (2012) Why Did I Become a Nurse? Personality Traits and Reason for Entering Nursing. Journal of Advanced Nursing, 68, 1546-1555.
[8]  Rhodes, M.K., Morris, A.H. and Lazenby, R. (2011) Nursing at Its Best: Competent and Caring. Online Journal of Issues in Nursing, 16, 10.
[9]  Hills, M. and Watson, J. (2011) Creating a Caring Science Curriculum: An Emancipator Pedagogy for Nursing. Springer Publishing Company, New York.
[10]  Brown, L.P. (2011) Revisiting Our Roots: Caring in Nursing Curriculum Design. Nursing Education in Practice, 11, 360-364.
[11]  Nelson, J. and Watson, J. (2012) Measuring Caring, International Research on Caritas as Healing. Springer Publishing Company, New York.
[12]  Watson, J. (2008) Watson’s Theory of Human Caring and Subjective Living Experiences Carative Factors/Caritas Processes as a Disciplinary Guide to the Professional Nursing Practice. Danish Clinical Nursing Journal, 20, 21-27.
[13]  Goldman, A. and Kane, M. (2014) Concept Mapping and Network Analysis. An Analytic Approach to Measure Ties among Constructs. Journal of Evaluation and Program Planning, 47, 9-17.
[14]  Tsai, M., Liange, J., Hou, H. and Tsai, C. (2012) University Students’ Online Information Searching Strategies in Different Search Contexts. Australian Journal of Educational Technology, 28, 881-895.
[15]  Tseng, H.-C., et al. (2011) The Effectiveness of Problem-Based Learning and Concept Mapping among Taiwanese Registered Nursing Students. Nurse Education Today, 31, 41-42.
[16]  Coates, C. (1997) The Caring Efficacy Scale. Nurses’ Self-Reports of Caring in Practice Settings. Advanced Practice Nursing Quarterly, 3, 53-59.
[17]  Watson, J. (2002) Intentionality and Caring-Healing Consciousness: A Practice of Transpersonal Nursing. Holistic Nursing Practice, 16, 12-19.
[18]  Budgen, C. and Garmoth, L. (2008) An Overview of Practice Education Models. Nurse Education Today, 28, 273-283.
[19]  Andrews, M. and Roberts, D. (2003) Supporting Student Nurses Learning in and through Clinical Practice: The Role of the Clinical Guide. Nurse Education Today, 23, 474-481.
[20]  Koontz, A.M., Mallory, J.L., Burns, J.A. and Chapman, S. (2010) Staff Nurses and Students: The Good, the Bad, and the Ugly. MEDSURG Nursing Journal, 19, 240-246.
[21]  McKenna, L. and Wellard, S. (2009) Mothering: An Unacknowledged, Aspect of Undergraduate Clinical Teachers’ Work in Nursing. Advances in Health Sciences Education, 14, 275-285.
[22]  Ward, J., Cody, J., Schaal, M. and Hojat, M. (2011) The Empathy Enigma: An Empirical Study of Decline in Empathy among Undergraduate Nursing Students. Journal of Professional Nursing, 28, 34-40.
[23]  O’Connor, R. and Vadasy, P. (2013) Handbook of Reading Interventions. Guilford Press.
[24]  Caputi, L. and Blach, D. (2008) Teaching Nursing Using Concept Maps. College of DuPage Press, Glen Ellyn.
[25]  Gerdeman, J., Lux, K. and Jacko, J. (2014) Using Concept Mapping to Build Clinical Judgment Skills. Nurse Education in Practice, 13, 11-17.
[26]  Wilgis, M. and McConnell, J. (2008) Concept Mapping: An Educational Strategy to Improve Graduate Nurses’ Critical Thinking Skills during a Hospital Orientation Program. The Journal of Continuing Education in Nursing, 39, 119-126.
[27]  Ausubel, D.P., Novak, J.D. and Hanesian, H. (1978) Educational Psychology: A Cognitive View. Holt Rinehart & Winston Inc., New York.


comments powered by Disqus