A concept mapping approach to teaching and learning nursing pathophysiology

Abstract

Background: A strong grasp of pathophysiological concepts is essential for nursing students as they prepare for clinical work that demands sound reasoning and integration of complex information. This educational innovation introduced concept mapping as a structured learning strategy in a sophomore-level undergraduate pathophysiology course.

Methods Eighteen students completed two concept maps during the semester and responded to a faculty-developed questionnaire about their experiences. Faculty review of the first and second maps revealed noticeable gains in organization, conceptual clarity, and the accuracy of linkages.

Results Students reported greater confidence, improved comprehension, and a clearer understanding of relationships among disease processes.

Conclusions These findings suggest that incorporating concept mapping early in the curriculum supports meaningful learning, strengthens clinical reasoning foundations, and prepares students for the analytical demands of upper-level nursing coursework and clinical practice.

Keywords

Active learning / Concept mapping / Critical thinking

AUTHORS CONTRIBUTIONS

Dr. Samawi and Professor Dusak were responsible for study design and revising. Prof. Dusak was responsible for the data collection. Dr. Samawi and Prof. Dusak were responsible for writing and revising the manuscript. All authors read and approved the final manuscript.

FUNDING

Not applicable.

CONFLICTS OF INTEREST DISCLOSURE

The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.

INFORMED CONSENT

Obtained.

ETHICS APPROVAL

The Publication Ethics Committee of the Association for Health Sciences and Education. The journal’s policies adhere to the Core Practices established by the Committee on Publication Ethics (COPE).

PROVENANCE AND PEER REVIEW

Not commissioned; externally double-blind peer reviewed.

DATA AVAILABILITY STATEMENT

The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions.

DATA SHARING STATEMENT

No additional data are available.

ACKNOWLEDGEMENTS

Not applicable.

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