Date of Award

10-13-2025

Degree Type

Thesis

Degree Name

MSc in Nursing

First Advisor

Dr. Khairulnissa Ajani

Second Advisor

Sarmad Muhammad Soomar

Third Advisor

Sumia Andleeb Abbasi

Department

School of Nursing and Midwifery, Pakistan

Abstract

Background: Concept mapping is a teaching strategy that helps students organize, connect, and apply knowledge. It fosters critical thinking and promotes deep learning in nursing education. Previous studies have highlighted its effectiveness in classroom and clinical settings; however, limited research has explored its use from the perspective of students themselves, particularly in clinical teaching and learning contexts.
Purpose: The purpose of this study was to assess the effectiveness of concept mapping as a clinical teaching strategy from the perspective of undergraduate nursing students.
Method: A quantitative, descriptive cross-sectional study was conducted to determine nursing students’ viewpoints of concept mapping as a clinical teaching strategy. The sample consisted of 435 Bachelor of Science in Nursing students, including 97 from the second year, 108 from the third year, and 100 from the fourth year, selected through quota sampling to ensure proportional representation from each batch. Data were collected using a structured questionnaire and analyzed in SPSS version 26. Descriptive statistics (mean, frequency, percentage) were used to summarize perceptions, while inferential statistics included independent t-tests for gender comparisons and one-way ANOVA for differences across batches. Findings: Significant differences in perception scores were found across academic years (F = 5.73, p = 0.004), with second-year students reporting the highest mean score (M = 89.74, SD = 13.84), followed by third-year (M = 86.89, SD = 17.48) and fourth-year students (M = 81.77, SD = 18.68). In contrast, no significant gender differences were observed (t = 1.718, p = 0.087), with male students (M = 89.74, SD = 17.22) and female students (M = 85.35, SD = 16.99) demonstrating comparable perceptions. Overall, students reported positive views of concept mapping as a clinical teaching strategy.
Conclusion: Concept mapping is viewed by students as an effective clinical teaching strategy that enhances knowledge organization, critical thinking, and application of theory in practice. These findings support the integration of concept mapping into nursing education and highlight the importance of student perspectives in assessing teaching methods.

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