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Concept Map-Based Reflective Learning in Peripheral IV Catheterization
Sponsor: Ataturk University
Summary
Background: Traditional teaching methods in nursing education may not effectively integrate theory and practice. Concept map-based reflective learning may support meaningful learning and critical thinking. Methods: This randomized controlled pretest-posttest study was conducted between May and July 2024 with 66 first-year nursing students (experimental = 33; control = 33). Both groups received standard instruction, while the experimental group additionally participated in concept map-based reflective learning. Data were collected using a demographic form and knowledge tests administered before and after the intervention.
Official title: Effectiveness of Concept Map-Based Reflective Learning for Teaching Peripheral Intravenous Catheterization to First-Year Nursing Students: A Randomized Controlled Trial
Key Details
Gender
All
Age Range
18 Years - Any
Study Type
INTERVENTIONAL
Enrollment
66
Start Date
2024-05-29
Completion Date
2024-07-30
Last Updated
2026-06-30
Healthy Volunteers
Yes
Conditions
Interventions
Concept Map-Based Reflective Learning
Students received concept map-based reflective learning training using the Canva application in addition to standard nursing education on peripheral venous catheterization. Students developed and submitted concept maps addressing indications, complications, and key considerations of peripheral intravenous catheter application.
Locations (1)
Atatürk University Faculty of Nursing
Erzurum, Turkey (Türkiye)