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AIM: The aim of this study was to explore the effectiveness of concept maps in improving the critical thinking of nursing students. METHOD: This quasi-experimental study was conducted using a pretest-posttest design among two groups of a total of 115 nursing students. Participants were either exposed to concept mapping sessions or taught with traditional lecturing; the assessment tool was a test of critical thinking completed before and after the intervention. RESULTS: The mean scores for critical thinking were higher in the group that engaged in mapping sessions compared to the traditional lecture group. CONCLUSION: This study supports the usefulness of concept maps as a teaching strategy to promote development of nursing students' critical thinking abilities. These findings could provide valuable evidence for establishing concept mapping as a promising teaching strategy for nursing students.
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Khrais et al. (2020) studied this question.
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