Educational Problems — The Effect of Concept Map Use in Nursing Practice
Citation(s)
Amaniyan S, Pouyesh V, Bashiri Y, Snelgrove S, Vaismoradi M Comparison of the Conceptual Map and Traditional Lecture Methods on Students' Learning Based on the VARK Learning Style Model: A Randomized Controlled Trial. SAGE Open Nurs. 2020 Jul 8;6:2377960820940550. doi: 10.1177/2377960820940550. eCollection 2020 Jan-Dec.
Culha, I Active learning methods used in nursing education. Journal of Pedagogical Research, 2019; 3(2), 74-86.
Karacabay, K, Savci A, Öztürk B Cerrahi Hastaliklari Hemsireligi Dersi Alan Ögrencilerin Kendi Kendine Ögrenme, Klinik Karar Verme ve Yansitici Düsünme Düzeylerinin Incelenmesi. Inönü Üniversitesi Saglik Hizmetleri Meslek Yüksek Okulu Dergisi 10.2 (2022): 667-680.
Tutticci N, Lewis PA, Coyer F Measuring third year undergraduate nursing students' reflective thinking skills and critical reflection self-efficacy following high fidelity simulation: A pilot study. Nurse Educ Pract. 2016 May;18:52-9. doi: 10.1016/j.nepr.2016.03.001. Epub 2016 Mar 15.
Wu HZ, Wu QT Impact of mind mapping on the critical thinking ability of clinical nursing students and teaching application. J Int Med Res. 2020 Mar;48(3):300060519893225. doi: 10.1177/0300060519893225.
The Effect of Concept Map Use in Nursing Practice on Clinical Decision Making and Reflective Thinking Levels: A Randomized Controlled Study
Interventional studies are often prospective and are specifically tailored to evaluate direct impacts of treatment or preventive measures on disease.
Observational studies are often retrospective and are used to assess potential causation in exposure-outcome relationships and therefore influence preventive methods.
Expanded access is a means by which manufacturers make investigational new drugs available, under certain circumstances, to treat a patient(s) with a serious disease or condition who cannot participate in a controlled clinical trial.
Clinical trials are conducted in a series of steps, called phases - each phase is designed to answer a separate research question.
Phase 1: Researchers test a new drug or treatment in a small group of people for the first time to evaluate its safety, determine a safe dosage range, and identify side effects.
Phase 2: The drug or treatment is given to a larger group of people to see if it is effective and to further evaluate its safety.
Phase 3: The drug or treatment is given to large groups of people to confirm its effectiveness, monitor side effects, compare it to commonly used treatments, and collect information that will allow the drug or treatment to be used safely.
Phase 4: Studies are done after the drug or treatment has been marketed to gather information on the drug's effect in various populations and any side effects associated with long-term use.
