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Journals / KTO Karatay Üniversitesi Sağlık Bilimleri Dergisi / 2026 / Cilt: 7 Sayı: 1

EFFICIENCY OF CONCEPT MAPPING IN MIDWIFERY EDUCATION: A MIXED METHOD RESEARCH

EBELİK ÖĞRETİMİNDE KAVRAM HARİTALAMANIN ETKİNLİĞİ: KARMA YÖNTEM ARAŞTIRMASI

Ayşegül Unutkan(KUTAHYA HEALTH SCIENCES UNIVERSITY, MIDWIFERY PR.)0000-0002-0311-2177
Emel Elem(KUTAHYA HEALTH SCIENCES UNIVERSITY, MIDWIFERY PR.)0000-0002-2113-7239
İmran Boylu Gülek(KUTAHYA HEALTH SCIENCES UNIVERSITY, MIDWIFERY PR.)0000-0002-1575-6551
Pages
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Publication Date
2026-05-15
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

It is recommended that more studies be carried out in order to use concept mapping more widely in midwifery teaching and to understand the aspects that need improvement.

📌 3 Key Takeaways

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Objective & Hypothesis:Objective: The purpose of this research is to evaluate the effect of theoretical and clinical teaching with concept mapping on the problem solving and critical thinking skills of midwifery students and their experiences after teaching.
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Key Findings & Data:Results: A statistically significant difference was found between the students' Problem Solving Inventory and the California Critical Thinking Scale pre-test and post-test total mean scores (p 0.005).
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Conclusion & Impact:It is recommended that more studies be carried out in order to use concept mapping more widely in midwifery teaching and to understand the aspects that need improvement.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:kavram haritalama · ebelik öğrencisi · problem çözme

Abstract

Objective: The purpose of this research is to evaluate the effect of theoretical and clinical teaching with concept mapping on the problem solving and critical thinking skills of midwifery students and their experiences after teaching. Methods: In this study, qualitative and quantitative design were used together. The sample of the quantitative phase, concept mapping was explained to the students and they were asked to use concept mapping in their clinical practice. The data were obtained by applying the socio-demographic questionnaire, the Problem-Solving Inventory and the California Critical Thinking Scale before and after the intervention. The sample of the qualitative part of the study, the documents in which the students wrote about their concept mapping experiences were analyzed using content analysis. Results: A statistically significant difference was found between the students' Problem Solving Inventory and the California Critical Thinking Scale pre-test and post-test total mean scores (p 0.005). When the students' practical experiences were examined, four themes were determined: holistic thinking, facilitating learning, increasing the permanence of knowledge and negative aspects. Conclusion: It has been found that concept mapping improves students' critical thinking and problem-solving skills, and facilitates learning and contributes to the retention of knowledge. It is recommended that more studies be carried out in order to use concept mapping more widely in midwifery teaching and to understand the aspects that need improvement.

Özet

Amaç: Bu araştırmanın amacı, kavram haritalama ile teorik ve klinik öğretimin ebelik öğrencilerinin problem çözme ve eleştirel düşünme becerilerine etkisini ve öğretim sonrası deneyimlerini değerlendirmektir. Yöntemler: Bu çalışmada nitel ve nicel desen birlikte kullanılmıştır. Nicel aşamanın örneklemi olan öğrencilere kavram haritalama anlatılmış ve klinik uygulamalarında kavram haritalamayı kullanmaları istenmiştir. Veriler, sosyo-demografik anket, Problem Çözme Envanteri ve Kaliforniya Eleştirel Düşünme Ölçeği müdahale öncesi ve sonrasında uygulanarak elde edilmiştir. Çalışmanın nitel kısmının örneklemi olan öğrencilerin kavram haritalama deneyimleri hakkında yazdıkları dokümanlar içerik analizi kullanılarak analiz edilmiştir. Bulgular: Öğrencilerin Problem Çözme Envanteri ve California Eleştirel Düşünme Ölçeği ön-test ve son-test toplam puan ortalamaları arasında istatistiksel olarak anlamlı bir fark bulunmuştur (p 0.005). Öğrencilerin uygulama deneyimleri incelendiğinde bütüncül düşünme, öğrenmeyi kolaylaştırma, bilginin kalıcılığını artırma ve olumsuz yönler olmak üzere dört tema belirlenmiştir. Sonuç: Kavram haritalamanın öğrencilerin eleştirel düşünme ve problem çözme becerilerini geliştirdiği bulunmuştur.

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Cite This Article

Unutkan, A., Elem, E., Gülek, İ. B. (2026). EFFICIENCY OF CONCEPT MAPPING IN MIDWIFERY EDUCATION: A MIXED METHOD RESEARCH. KTO Karatay Üniversitesi Sağlık Bilimleri Dergisi, Cilt: 7 Sayı: 1. https://doi.org/10.59244/ktokusbd.1717026

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