View in EDS

The perceptions of undergraduate nursing students using concept maps to influence educational experiences: A systematic review.

Saved in:
Bibliographic Details
Title: The perceptions of undergraduate nursing students using concept maps to influence educational experiences: A systematic review.
Authors: Mohamad Azmi, Muhammad K.I.E.B.1 (AUTHOR) kaiibrahimergo@gmail.com, Smyth, Aisling1 (AUTHOR), Keith, Naomi2 (AUTHOR)
Source: Journal of Professional Nursing. Mar2026, Vol. 63, p116-127. 12p.
Subject Terms: *Psychology of college students, *School environment, *Teaching methods, *Experience, *Students, *Student attitudes, *Baccalaureate nursing education, *Cognitive styles, *Nursing students, *Concept mapping, *Cognition, Databases, Medical information storage & retrieval systems, Clinical medicine, Affinity groups, Systematic reviews, Thematic analysis, Social support, Time
Abstract: The transformation of nursing education to support critical thinking and clinical readiness has increased the reliance on pedagogical tools. Educational tools such as concept maps have emerged as such strategies. However, with the learning environment becoming more hybrid, digital and student-centred, no existing nursing review synthesises the understanding of undergraduate nursing students' experiences learning using concept maps. This review aims to synthesise qualitative evidence on the educational experiences of undergraduate nursing using concept maps. Following the 2020 guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses, five databases were searched for studies published between 2011 and 2024. Study quality was assessed using the JBI Critical Appraisal Tool. Ten studies met the inclusion criteria. Three themes emerged: (i) learning styles that shaped engagement with concept maps, (ii) promotion of metacognition practices such as peer feedback, and (iii) challenges and limitations, which include time constraints, unfamiliarity with concept maps use and inconsistencies in instructional support. Concept maps can enhance undergraduate nursing education experiences when aligned with students' learning preferences and supported by structured support. Future research should explore integrating concept maps with current digital tools and applicable subjects across nursing curricula. • As didactic education declines, concept maps are used to better engage nursing students in hybrid learning environments. • Concept maps were shown to promote metacognitive practices among undergraduate nursing students. • The challenges in applying concept maps improved over time with exposure and guidance. • The use of concept maps helps shape learners' learning styles in undergraduate nursing programmes. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Professional Nursing is the property of W B Saunders and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Description
Abstract:The transformation of nursing education to support critical thinking and clinical readiness has increased the reliance on pedagogical tools. Educational tools such as concept maps have emerged as such strategies. However, with the learning environment becoming more hybrid, digital and student-centred, no existing nursing review synthesises the understanding of undergraduate nursing students' experiences learning using concept maps. This review aims to synthesise qualitative evidence on the educational experiences of undergraduate nursing using concept maps. Following the 2020 guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses, five databases were searched for studies published between 2011 and 2024. Study quality was assessed using the JBI Critical Appraisal Tool. Ten studies met the inclusion criteria. Three themes emerged: (i) learning styles that shaped engagement with concept maps, (ii) promotion of metacognition practices such as peer feedback, and (iii) challenges and limitations, which include time constraints, unfamiliarity with concept maps use and inconsistencies in instructional support. Concept maps can enhance undergraduate nursing education experiences when aligned with students' learning preferences and supported by structured support. Future research should explore integrating concept maps with current digital tools and applicable subjects across nursing curricula. • As didactic education declines, concept maps are used to better engage nursing students in hybrid learning environments. • Concept maps were shown to promote metacognitive practices among undergraduate nursing students. • The challenges in applying concept maps improved over time with exposure and guidance. • The use of concept maps helps shape learners' learning styles in undergraduate nursing programmes. [ABSTRACT FROM AUTHOR]
ISSN:87557223
DOI:10.1016/j.profnurs.2026.02.008