- Course and clinical faculty invested time in learning to use concept maps. Six senior clinical groups (n=54) were taught to use concept maps as a learning strategy. After the introductory sessions students were asked to construct a concept map based on the scenario given in class. 
- Over the course of the semester, the students created 3 concept maps. 
- For the purpose of the study 3 students were randomly selected from each clinical group for data analysis and scoring the first and final map. 

Study (Concept maps: A strategy to teach and evaluate critical thinking)

- Study 
- Student post-study evaluation 
- Faculty post-study evaluation

Macalester College

This article studies the academic use of concept maps as a strategy to teach an evaluate critical thinking in nursing education. 

Concept maps: A strategy to teach and evaluate critical thinking

Daley, Barbara J, PhD, RN;Shaw, Christine A, PhD, RN, FNP; Balistrieri, Toni, MSN, RN; Glasenapp, Kate Glasenapp, MSN, RN , and Linda Piacentine, MSN, RN CNRN. (1999) Concept maps: A strategy to teach and evaluate critical thinking.  Journal of Nursing Education; Jan 1999; 38, 1; Research Library. https://doi.org/10.3928/0148-4834-19990101-12

Can concept maps be used to teach and evaluate critical thinking?


RQ (Concept maps: A strategy to teach and evaluate critical thinking)

Methodology (Concept maps: A strategy to teach and evaluate critical thinking)

- Map scoring: Data analysis demonstrated a group mean score of 40.38 on the first concept map and 135.55 on the final map (statistical significance p=0.001) 
- Student evaluation: Students gave mixed reviews. They indicated the maps required in depth preparation and they often felt “lost”. They reported map creation was very time consuming. They should be introduced in the first semester. 
- Faculty evaluation: Faculty indicated that maps helped them see the development of student’s thinking processes. They demonstrated both student’s knowledge and plans. Especially useful for students less vocal in class. Maps allowed faculty to correct students' misconceptions. 


Results (Concept maps: A strategy to teach and evaluate critical thinking)

- Critical thinking can change over the course of the semester.
- Maps served both as an education and evaluation method. 
- Future research needs to include larger, cross-institutional samples; comparison of concept mapping with other critical thinking strategies. 

Implications (Concept maps: A strategy to teach and evaluate critical thinking)

As a metacognitive learning strategy, concept maps can significantly improve students' critical-thinking abilities. Educators should mind the timing for introducing the strategy. 

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