The education effect based on concept mapping on critical thinking skills of midwifery students

Background and objective: Enhancing critical thinking is a challenge faced in Medical profession. Evaluation of data and choosing proper intervention to reach a correct decision needs skillful thinking. . Midwife as a clinical decision maker uses critical thinking in providing proficient care. Prese...

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Autores principales:	Zohreh Mirkazehi rigi, Mahin Tafazoli, Hossein Karimi Moonaghi, taghipour
Formato:	article
Lenguaje:	FA
Publicado:	Babol University of Medical Sciences 2020
Materias:	midwife training critical thinking concept mapping Medicine R Education L
Acceso en línea:	https://doaj.org/article/e712472f1f1044ddbcc0b9cde7caf6fd
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spelling	oai:doaj.org-article:e712472f1f1044ddbcc0b9cde7caf6fd2021-11-24T09:07:49ZThe education effect based on concept mapping on critical thinking skills of midwifery students2322-49402345-5497https://doaj.org/article/e712472f1f1044ddbcc0b9cde7caf6fd2020-02-01T00:00:00Zhttp://mededj.ir/article-1-321-en.htmlhttps://doaj.org/toc/2322-4940https://doaj.org/toc/2345-5497Background and objective: Enhancing critical thinking is a challenge faced in Medical profession. Evaluation of data and choosing proper intervention to reach a correct decision needs skillful thinking. . Midwife as a clinical decision maker uses critical thinking in providing proficient care. Present studies is aimed at determining the education effect based on concept mapping on critical thinking skills of midwifery students. Method: This quasi-experimental study with two groups design before and after training, was performed on 60 midwifery students in mashhad school of nursing and midwifery in 2016. The samples were selected by the convenience method and were randomly divided into two groups of based on concept mapping and routine group. Content was similarin both groups. Students of based on concept mapping group were trained concept mapping and for six hours during two week. Students of routine group were trained by lecture for six hours during two week. They were filled the Watson Glaser critical thinking test in the before and 1 month after study. Data was analyzed by SPSS software version 16 and descriptive statistical test, mann-whitney test, Wilcoxon test, friedman test. P< 0/05 was considered statistically significant. Results: The results indicated that one month after interventional, critical thinking skills was significantly increased in two groups (P<0/05) but this increased in based on critical thinking groupis It wasn't more than routine group. Conclusion: There is not much difference between the two groups after training and further studies should be done.Zohreh Mirkazehi rigiMahin TafazoliHossein Karimi MoonaghitaghipourBabol University of Medical Sciencesarticlemidwife trainingcritical thinkingconcept mappingMedicineREducationLFAآموزش پزشکی, Vol 8, Iss 1, Pp 38-44 (2020)
institution	DOAJ
collection	DOAJ
language	FA
topic	midwife training critical thinking concept mapping Medicine R Education L
spellingShingle	midwife training critical thinking concept mapping Medicine R Education L Zohreh Mirkazehi rigi Mahin Tafazoli Hossein Karimi Moonaghi taghipour The education effect based on concept mapping on critical thinking skills of midwifery students
description	Background and objective: Enhancing critical thinking is a challenge faced in Medical profession. Evaluation of data and choosing proper intervention to reach a correct decision needs skillful thinking. . Midwife as a clinical decision maker uses critical thinking in providing proficient care. Present studies is aimed at determining the education effect based on concept mapping on critical thinking skills of midwifery students. Method: This quasi-experimental study with two groups design before and after training, was performed on 60 midwifery students in mashhad school of nursing and midwifery in 2016. The samples were selected by the convenience method and were randomly divided into two groups of based on concept mapping and routine group. Content was similarin both groups. Students of based on concept mapping group were trained concept mapping and for six hours during two week. Students of routine group were trained by lecture for six hours during two week. They were filled the Watson Glaser critical thinking test in the before and 1 month after study. Data was analyzed by SPSS software version 16 and descriptive statistical test, mann-whitney test, Wilcoxon test, friedman test. P< 0/05 was considered statistically significant. Results: The results indicated that one month after interventional, critical thinking skills was significantly increased in two groups (P<0/05) but this increased in based on critical thinking groupis It wasn't more than routine group. Conclusion: There is not much difference between the two groups after training and further studies should be done.
format	article
author	Zohreh Mirkazehi rigi Mahin Tafazoli Hossein Karimi Moonaghi taghipour
author_facet	Zohreh Mirkazehi rigi Mahin Tafazoli Hossein Karimi Moonaghi taghipour
author_sort	Zohreh Mirkazehi rigi
title	The education effect based on concept mapping on critical thinking skills of midwifery students
title_short	The education effect based on concept mapping on critical thinking skills of midwifery students
title_full	The education effect based on concept mapping on critical thinking skills of midwifery students
title_fullStr	The education effect based on concept mapping on critical thinking skills of midwifery students
title_full_unstemmed	The education effect based on concept mapping on critical thinking skills of midwifery students
title_sort	education effect based on concept mapping on critical thinking skills of midwifery students
publisher	Babol University of Medical Sciences
publishDate	2020
url	https://doaj.org/article/e712472f1f1044ddbcc0b9cde7caf6fd
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The education effect based on concept mapping on critical thinking skills of midwifery students

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