The Use of Concept Maps to Evaluate Learning Strategies for Nursing Students
Brahim Darraj1, Bouchra Gourja2, Abderrazak Faiq Soufiane Zerraf3, El Mostafa Tace4, Said Belaaouad5
1Brahim Darraj*,Ben M’Sik Faculty of Sciences, Laboratory of Physical Chemistry of Materials LPCM, Hassan II University of Casablanca, Morocco.
2Bouchra Gourja, Regional Center for Education and Training, Casablanca. Morocco.
3Abderrazak Faiq, Ben M’Sik Faculty of Sciences, Laboratory of Physical Chemistry of Materials LPCM, Hassan II University of Casablanca, Morocco.
4Soufiane Zerraf, Ben M’Sik Faculty of Sciences, Laboratory of Physical Chemistry of Materials LPCM, Hassan II University of Casablanca, Morocco.
5El Mostafa Tace, Ben M’Sik Faculty of Sciences, Laboratory of Physical Chemistry of Materials LPCM, Hassan II University of Casablanca, Morocco.
6Said Belaaouad, Ben M’Sik Faculty of Sciences, Laboratory of Physical Chemistry of Materials LPCM, Hassan II University of Casablanca, Morocco.
Manuscript received on October 12, 2019. | Revised Manuscript received on 22 October, 2019. | Manuscript published on November 10, 2019. | PP: 1785-1788 | Volume-9 Issue-1, November 2019. | Retrieval Number: A4560119119/2019©BEIESP | DOI: 10.35940/ijitee.A4560.119119
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Context: This work is a part of the evaluation of learning for nursing students at the My Youssef hospital center in Casablanca The purpose of this study was to evaluate student learning strategies using the concept map technique for learning the concept of Therapeutic Education of the Diabetic Patient (TEDP) among nursing students.. Method: As part of the training of nursing students, we suggested that they make 2 concept maps based on the concept of TEDP, a map before the clinic internship and a second map after 2 months of internship. The concept maps were analyzed by calculating the complexity index of the first and the second map by counting the number of concepts on the map and the number of links. The Wilcoxon test was used to describe the differences between the first and second cards produced by the students. Results: 40 concept maps made by 40 participants were analyzed with the corresponding comments. The evolution of the concept maps of the 40 participants shows a real appropriation of this concept; the knowledge is enriched and organized progressively. The students produce several links between the concepts, which can make think of deep learning. Conclusion: the concept map is an interesting technique for learning a new concept during a self-training activity because it encourages, simultaneously with its development, a metacognitive reflection.
Keywords: Concept Maps, Learning Strategies, Nursing Students, Assessment.
Scope of the Article: Smart Learning and Innovative Education Systems