[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
Main Menu
Journal Information::
Articles archive::
For Authors::
For Reviewers::
Contact us::
Site Facilities::
Indexing & Abstracting::
Publication Ethics::
Search in website

Advanced Search
Receive site information
Enter your Email in the following box to receive the site news and information.
Indexing & Abstracting
:: Volume 28, Issue 4 (7-2023) ::
__Armaghane Danesh__ 2023, 28(4): 553-564 Back to browse issues page
Investigating the Effect of Drawing and Implementing a Concept Map in a Group Method with a Computer on the Divergent Thinking of Nursing Students
SZ Saeidinejad1 , S Afrogi2 , H Rezaei3 , M Abasi4 , SM Khaze5 , Y Khoshnoud motlagh6 , M Amiri5 , A Haghgoo 7
1- Department of Internal Medicine, Yasuj University of Medical Sciences, Yasuj, Iran
2- Department of Biostatistics, Yasuj University of Medical Sciences, Yasuj, Iran
3- Department of Medical Education, Yasuj University of Medical Sciences, Yasuj, Iran
4- Department of Special Care Nursing, Bandargaz Azad University, Bandargaz Branch, Golestan, Iran
5- Department of Psychiatric Nursing, Yasuj University of Medical Sciences, Yasuj, Iran
6- Department of Emergency Nursing, Yasuj University of Medical Sciences, Yasuj, Iran
7- Research Center for Social Factors Affecting Health, Saveh Faculty of Medical Sciences, Saveh, Iran. , Amin.haghgoo65@gmail.com
Abstract:   (895 Views)
Background & aim: Concept map is one of the effective methods in the evolution of medical education, which leads to the development of problem-solving learning, group skills and creativity, and is one of the important components of creativity in people with divergent thinking. Therefore, the purpose of the present study was to determine and investigate the effect of drawing and implementing a map. It was a concept of group method with computer on divergent thinking of nursing students.

Methods: The present study was experimental in the form of pre-intervention and post-intervention with a control group conducted in 2017. One hundred and two participants from third to sixth semester nursing students participated in the present study. Using the random allocation method, 51 participants were assigned to the intervention group and 51 people to the comparison group. The intervention plan of drawing and presenting a concept map for adult/elderly nursing lessons 1, 2 and 3 based on the announced content of the approved title of the Ministry of Health and Medical Education was carried out in a group method using Mind Mapper software during 7 sessions of 90 minutes. Peter Hani's questionnaire was used to measure students' divergent thinking.

Results: The mean and standard deviation of divergent thinking scores of students in the intervention group were before (5.68±1.22), after (8.23±1.35) and one month (8.70±1.18) after the intervention. The mean and standard deviation of students' divergent thinking scores in the control group were before (3.41±0.66), after (3.41±0.66) and one month (3.33±0.62) after the intervention. There was a significance between the intervention and control groups in terms of divergent thinking (p<0.001).

Conclusion: The average of divergent thinking score of the students in the intervention group was significantly higher than the control group, which shows the positive effect of drawing and implementing a concept map in a group method with the computer, so it is suggested to use this student-centered method in the teaching and learning process in higher education program.
Key words: concept map, computer, convergent thinking, nursing

Keywords: Concept map, Computer, Convergent thinking, Nursing
Full-Text [PDF 445 kb]   (187 Downloads)    
Type of Study: Research | Subject: Psychiatry
Received: 2022/12/2 | Accepted: 2023/04/5 | Published: 2023/07/10
1. Madore KP, Thakral PP, Beaty RE, Addis DR, Schacter DL. Neural Mechanisms of Episodic Retrieval Support Divergent Creative Thinking. Cerebral Cortex 2017; 29(1): 150-66.## [DOI:10.1093/cercor/bhx312] [PMID] []
2. Birami MAM, Nazari MA. Evaluation of electroencephalographic patterns of brain hemispheres in theta band oscillation during convergent and divergent thinking. Quarterly Journal of New Psychological Research 2011; 22: 45-9.##
3. Goldschmidt G. Linkographic evidence for concurrent divergent and convergent thinking in creative design. creativity research journal. 2016;28(2):115-22.## [DOI:10.1080/10400419.2016.1162497]
4. Ranjdoost SHEP. Investigating the relationship between teachers' emotional intelligence and creative thinking High school students. Research in Curriculum Planning 2013; 10(36): 113-25.##
5. Karvan F.The effect of teaching group conceptual mapping method on improving creativity in design and problem-solving skills of architecture students. Soffeh 2022; 32: 43-56.‌## [DOI:10.52547/sofeh.32.2.43]
6. Kholodnaya Marina A, Elena V. Conceptual structures, conceptual abilities and productivity of cognitive functioning: the ontological approach. Procedia-Social and Behavioral Sciences 2016: 217: 914-22.‌## [DOI:10.1016/j.sbspro.2016.02.040]
7. Zebarjadian Z, Nili Ahmadabadi MR. A comparison of concept mapping and integration method impacts on third-graders of karaj elementary schools. Educational Psychology 2012; 8(26): 84-106.##
8. Kalhor M, Shakibaei G. Teaching reading comprehension through concept map. Life Science Journal 2012; 9: 725-31.‌##
9. Mintzes JJ, Canas A, Coffey J, Gorman J, Gurley L, Hoffman R, et al. Comment on retrieval practice produces more learning than elaborative studying with concept mapping. Science 2011; 334(6055): 453.## [DOI:10.1126/science.1203698] [PMID]
10. Markow PG, Lonning RA. Usefulness of concept maps in college chemistry laboratories: Students' perceptions and effects on achievement. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching 1998; 35(9): 1015-29.## https://doi.org/10.1002/(SICI)1098-2736(199811)35:9<1015::AID-TEA4>3.0.CO;2-G [DOI:10.1002/(SICI)1098-2736(199811)35:93.0.CO;2-G]
11. Wellman HM, Lagattuta KH. Theory of mind for learning and teaching: the nature and role of explanation. Cognitive Development 2004; 19(4): 479-97.## [DOI:10.1016/j.cogdev.2004.09.003]
12. Liu PL, Chen CJ, Chang YJ. Effects of a computer-assisted concept mapping learning strategy on EFL college students' English reading comprehension. Computers & Education 2010; 54(2): 436-45.## [DOI:10.1016/j.compedu.2009.08.027]
13. Hwang GJ, Shi YR, Chu HC. A concept map approach to developing collaborative Mindtools for context‐aware ubiquitous learning. British Journal of Educational Technology 2011; 42(5): 778-89.## [DOI:10.1111/j.1467-8535.2010.01102.x]
14. Erdogan Y. An investigation of the effectiveness of concept mapping on turkish students' academic success. Journal of Education and Training Studies 2016; 4(6): 1-9.## [DOI:10.11114/jets.v4i6.1380]
15. Chang KESYT, Chen ID. The effect of concept mapping to enhance text comprehension and summarization. The Journal of Experimental Education 2002; 71(1): 5-23.## [DOI:10.1080/00220970209602054]
16. Saeedi A, Saif AA, Asadzadeh H, Qavam SE. Comparing effectiveness of methods of presentation and providing concept maps on reading comprehension. European Journal Of Experimental Biology 2013; 3(2): 545-50.##
17. O'donnell AM, Dansereau DF, Hall RH. Knowledge maps as scaffolds for cognitive processing. Educational psychology review. 2002;14(1):71-86.## [DOI:10.1023/A:1013132527007]
18. Pitts C, Anderson R, Haney M. Measures of instruction for creative engagement: Making metacognition, modeling and creative thinking visible. Learning Environments Research 2018; 21(1): 43-59.## [DOI:10.1007/s10984-017-9238-9]
19. Eragamreddy N. Teaching creative thinking skills. International Journal of English Language & Translation Studies 2013; 1(2): 124-145.‌##
20. Haghgoo A, Karimy M, Rahmani Katigari M, Bolhasani M, Afsheh G, Jafari B. Comparison of flipped classroom and conceptual map on students' deliberate practice study approach. Interdisciplinary Journal of Virtual Learning in Medical Sciences 2019; 10(1): 1-10.## [DOI:10.5812/ijvlms.85240]
21. Daley BJ, Durning SJ, Torre DM. Using concept maps to create meaningful learning in medical education. Med Ed Publish 2016; 5(19): 19.## [DOI:10.15694/mep.2016.000019]
22. Tseng KH, Chang CC, Lou SJ, Hsu PS. Using creative problem solving to promote students' performance of concept mapping. International Journal of Technology and Design Education 2013; 23: 1093-109.## [DOI:10.1007/s10798-012-9230-8]
23. Mueller A, Johnston M, Bligh D. Mind-mapped care plans: A remarkable alternative to traditional nursing care plans. Nurse Educator 2001; 26(2): 75-80.## [DOI:10.1097/00006223-200103000-00012] [PMID]
24. Brinkmann A. Graphical knowledge display-mind mapping and concept mapping as efficient tools in mathematics education. Mathematics Education Review 2003; 16(4):35-48.##
25. Sarhangi Fl. Comparing the effect of lecture-and concept mapping based learning on cognitive learning levels. Iran J Crit Care Nurs 2010; 3(1): 1-2.‌##
26. Nejat N, Kouhestani H, Rezaei K. Effect of concept mapping on approach to learning among nursing students. Journal of Hayat 2011; 17(2): 22-31.##
27. Badri MSM, Ahmadi KH, Tabatabaee M. The effectiveness of divergent thinking training on children's creativity. Innovation and Creativity in the Humanities 2013; 3: 55-70.##
28. Zavvar T, Mesrabadi J, Amirian L. Effectiveness of group conceptual mapping on cognitive - emotional indicators of chemistry courses. Educational Psychology 2016; 12(41): 59-78.##
29. Yaghoobi A, Jahan F. Comparing the effectiveness of teaching triz and brainstorming on students' creativity. New Thoughts on Education 2015; 11(1): 103-22.##
30. Shaebani M, Maleki H, Abas por A, Saedi por E. Effectiveness of training based on creative problem solving (CPS) on creative thinking among the employees of kosar credit institute. Scientific Journal Management System 2017; 6(4): 149-70.##
31. Badali M, Mazraeh AD, Farokhi Tir Andaz S, Herfeh Doust M. The Impact of Using E-Portfolio on Students' Creativity. Scientific Journal Management System 2014; 3(3): 45-68.##
32. Havens RL. Cognitive/concept mapping: a teaching strategy for nursing. Journal of Advanced Nursing 1997; 25(6): 1210-9.## [DOI:10.1046/j.1365-2648.1997.19970251210.x] [PMID]
33. Wilgis M, McConnell J. Concept mapping: An educational strategy to improve graduate nurses' critical thinking skills during a hospital orientation program. The Journal of Continuing Education in Nursing 2008; 39(3): 119-26.## [DOI:10.3928/00220124-20080301-12] [PMID]
34. Åhlberg MK. Concept mapping as an empowering method to promote learning, thinking, teaching and research. JETT 2013; 4(1): 25-35.##
35. Pouragha B, Norouzinia R, Ghazivakili Z, Pakravan N. Effect of conceptual mapping in small groups on academic performance and student satisfaction in basic immunology. Development Strategies in Medical Education 2018; 5(1): 54-69.##
Send email to the article author

Add your comments about this article
Your username or Email:


XML   Persian Abstract   Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Saeidinejad S, Afrogi S, Rezaei H, Abasi M, Khaze S, Khoshnoud motlagh Y, et al . Investigating the Effect of Drawing and Implementing a Concept Map in a Group Method with a Computer on the Divergent Thinking of Nursing Students. armaghanj 2023; 28 (4) :553-564
URL: http://armaghanj.yums.ac.ir/article-1-3412-en.html

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 28, Issue 4 (7-2023) Back to browse issues page
ارمغان دانش Armaghane Danesh
Persian site map - English site map - Created in 0.05 seconds with 38 queries by YEKTAWEB 4657