title: [A Study on the Cognitive Learning Effectiveness of Scenario-Based Concept Mapping in a Neurological Nursing Course].
abstract: BACKGROUND
  The multiple levels of knowledge related to the neurological system deter many students from pursuing studies on this topic. Thus, in facing complicated and uncertain medical circumstances, nursing students have diffi-culty adjusting and using basic neurological-nursing knowledge and skills. Scenario-based concept-mapping teaching has been shown to promote the integration of complicated data, clarify related concepts, and increase the effectiveness of cognitive learning.
  
  
  OBJECTIVE
  To investigate the effect on the neurological-nursing cognition and learning attitude of nursing students of a scenario-based concept-mapping strategy that was integrated into the neurological nursing unit of a medical and surgical nursing course.
  
  
  METHODS
  This quasi-experimental study used experimental and control groups and a pre-test / post-test design. Sopho-more (2nd year) students in a four-year program at a university of science and technology in Taiwan were convenience sampled using cluster randomization that was run under SPSS 17.0. Concept-mapping lessons were used as the intervention for the experimental group. The control group followed traditional lesson plans only. The cognitive learning outcome was measured using the neurological nursing-learning examination.
  
  
  RESULTS
  Both concept-mapping and traditional lessons significantly improved post-test neurological nursing learning scores (p < .001), with no significant difference between the two groups (p = .51). The post-test feedback from the control group mentioned that too much content was taught and that difficulties were experienced in understanding mechanisms and in absorbing knowledge. In contrast, the experimental group held a significantly more positive perspective and learning attitude with regard to the teaching material. Furthermore, a significant number in the experimental group expressed the desire to add more lessons on anatomy, physiology, and pathology. These results indicate that this intervention strategy may help change the widespread fear and refusal of nursing students with regard to neurological lessons and may facilitate interest and positively affect learning in this important subject area.
  
  
  CONCLUSIONS
  Integrating the concept-mapping strategy and traditional clinical-case lessons into neurological nursing lessons holds the potential to increase post-test scores significantly. Concept mapping helped those in the experimental group adopt views and attitudes toward learning the teaching material that were more positive than those held by their control-group peers. In addition, while 59% of the experimental group and 49% of the control group submitted opinions related to learning attitude in the open-ended questions, positive feedback was greater in the experimental group than in the control group.
authors.affiliation: MS, RN, Assistant Head Nurse, Department of Nursing, Taipei Veterans General Hospital, Taiwan, ROC.
authors.forename: Hui-Ching
authors.initials: HC
authors.lastname: Pan
authors.affiliation: PhD, RN, Associate Professor, Department of Nursing, Chang Gung University of Science and Technology, Taiwan, ROC.
authors.forename: Suh-Ing
authors.initials: SI
authors.lastname: Hsieh
authors.affiliation: EdD, RN, Professor, Graduate Institute of Health Allied Education, National Taipei University of Nursing and Health Sciences, Taiwan, ROC. llhsu@ntunhs.edu.tw.
authors.forename: Li-Ling
authors.initials: LL
authors.lastname: Hsu
mesh_terms: D000328:Adult; D003071:Cognition; D004508:Education, Nursing, Baccalaureate; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D065816:Neuroscience Nursing / Q000193:education*
keywords: Scenario-based concept mapping; cognitive learning; neurological nursing care