Res Dev Med Educ. 2014;3(1):67-72.
doi: 10.5681/rdme.2014.014
  Abstract View: 1032
  PDF Download: 1893

Reviews

Using Concept Maps for Nursing Education in Iran: A Systematic Review

Morteza Ghojazadeh 1, Mir Hossein Aghaei 2, Mohammad Naghavi-Behzad 3, Reza Piri 4, Hakimeh Hazrati 5, Saber Azami-Aghdash 7 *

1 Liver and Gastrointestinal Diseases Research Center, Tabriz University of Medical Sciences, Tabriz, Iran
2 Tabriz Health Services Management Research Center, Faculty of Management and Medical Informatics, Tabriz University of Medical Sciences, Tabriz, Iran
3 Medical Philosophy and History Research Center, Tabriz University of Medical Sciences, Tabriz, Iran
4 Student’s research committee, Tabriz University of Medical Sciences, Tabriz, Iran
5 medical education research center, Tabriz University of Medical Sciences, Tabriz, Iran
6 Manager of continuing education alborz university of medical sciences .tehran,Iran
7 medical education research center,Tabriz Health Services Management Research Center, Faculty of Management and Medical Informatics, Tabriz University of Medical Sciences, Tabriz, Iran

Abstract

Introduction: Considering the importance, complexity, and problems in nursing education, using efficient and new methods in nursing education seems to be necessary. One of the most important of these methods which has received attention in recent years is the use of concept maps. Therefore, the aim of this study was systematic review of studies conducted in this field. Methods: Required information for this systematic review study was collected using keywords of concept map, learning, retention, nursing education, critical thinking skill, and Iran and their English synonyms in data bases of Iranmedex, Magiran, Science Direct, PubMed, Google scholar, Medlib, and SID. No time limitation was considered for searching articles. Articles published in Farsi and English have been searched. Results: Results show that concept maps have a significant effect on improving critical thinking of learners. Compared to other educational methods such as lectures; using concept maps show higher efficiency in deep and meaningful learning. Besides, concept maps have a significant effect on learning (relationship of theory and practice, improvement of clinical experiences, organizing concepts, and self-regulation). Conclusion: According to the importance of nursing education and its available problems on one hand, and the use and applicability of concept maps on the other hand (as well as ignorance about this educational method), it seems necessary to plan for the development of using concept maps in educational nursing.
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Submitted: 02 Nov 2013
First published online: 29 May 2014
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