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Mahmoud Kaddoura PhD CAGS APRN NP‐C CNE Olga Van‐Dyke PhD CAGS MSN RN Qing Yang PhD 《Nursing & health sciences》2016,18(3):350-354
Nurses confront complex problems and decisions that require critical thinking in order to identify patient needs and implement best practices. An active strategy for teaching students the skills to think critically is the concept map. This study explores the development of critical thinking among nursing students in a required pathophysiology and pharmacology course during the first year of a Bachelor of Science in Nursing in response to concept mapping as an interventional strategy, using the Health Education Systems, Incorporated critical thinking test. A two‐group experimental study with a pretest and posttest design was used. Participants were randomly divided into a control group (n = 42) taught by traditional didactic lecturing alone, and an intervention group (n = 41), taught by traditional didactic lecturing with concept mapping. Students in the concept mapping group performed much better on the Health Education Systems, Incorporated than students in the control group. It is recommended that deans, program directors, and nursing faculties evaluate their curricula to integrate concept map teaching strategies in courses in order to develop critical thinking abilities in their students. 相似文献
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Rate and predictors of human papillomavirus vaccine uptake among women who have sex with women in the United States,the National Health and Nutrition Examination Survey, 2009–2012 下载免费PDF全文
Nicole Makris BA RN FNP‐BC Catherine Vena PhD RN CNE Sudeshna Paul PhD 《Journal of clinical nursing》2016,25(23-24):3619-3627