The use of concept maps to evaluate learning strategies for nursing students

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.