ABSTRACT
Most of the recent studies in nursing education have been focused on outcomes of learning. Conventional clinical nursing education, which emphasizes on skill acquisitions, may not encourage students to adopt meaningful or deep learning approaches. This study examined the effect of Concept Mapping on learning approaches among nursing students. In this quasi-experimental study, 53 nursing students were randomly divided into two control [n=25] and experimental [n=28] groups. We taught concept mapping for the nurses in the experimental group to use it in caring patients and learning clinical skills. The control group received traditional nursing care plan lessons. Before and at the end of the intervention, the students' approach to learning was assessed using the Study Process Questionnaire. Data was analyzed using independent t test. No statistically significant difference was found between the control and experimental groups on demographics, surface and deep approaches to learning at the beginning of the study [P>0.05]. Deep approach to learning increased significantly in the experimental group after the intervention [P=0.03]. There was also statistically significant difference in the deep approach to learning between two groups [P=0.02]. No statistically significant difference was found in the surface approaches to learning between two groups. The results of this study provided empirical support for the use of concept mapping as a meta cognitive intervention to increase students' meaningful learning and academic achievement