The Effect of Case-Based Education with or without Conceptual Mapping Method on Critical Thinking and Academic Self-Efficacy of Nursing Students

Abstract

Abstract Objectives: Learning is an essential challenge in nursing student’s education. Beneficent learning has a major impact on upbringing efficient nurses. However, one of the methods for achieving optimal learning is using combined strategies for education. Thus, the objective of this study was to assess the effect of case-based learning with or without conceptual mapping on nursing student’s critical thinking and academic self-efficacy. Material and Methods: The present semi-experimental study was conducted among 55 nursing students in their fourth term of education (28 students in the experimental group and 27 students in the control group). Before beginning the education, critical thinking and academic self-efficacy of students in both groups were assessed by the California Critical Thinking Skills Test form B (CCTST) and College Academic Self-Efficacy Scale (CASES). The experimental and control groups, were educated with concept mapping teaching method and without concept mapping teaching method, respectively, for a duration of 8 weeks (each session lasted for 45 minutes). Statistical analysis was accomplished by SPSS software, version 13. Results: There were no statistical significant differences between both groups in regards to demographic characteristics. In the control group, critical thinking significantly increased at the end of the trial in comparison to the beginning of the procedure (p<0.001). However, there were no statistical significant differences between two groups in regards to academic self-efficacy (p=0.06). In the educational group, both critical thinking and academic self-efficacy differed significantly when comparing the beginning and end of the intervention (p=0.001). In this regards, both critical thinking and academic self-efficacy increased after the intervention. Comparing average scores of post-test analysis of groups for critical thinking and academic self-efficacy were statistically insignificant. Conclusions: Using integrative education methods such as conceptual mapping in combination with case-based education had a significant effect on enhancing student’s critical thinking and academic self-efficacy.