The effectiveness of case-based concept map to
improve pathophysiology knowledge and critical
thinking among first-year nursing students: a
quasi-experimental study

The effectiveness of case-based concept map to
improve pathophysiology knowledge and critical
thinking among first-year nursing students: a
quasi-experimental study

critical thinking, nursing education, nursing students, pathophysiology understanding

Introduction: Improving pathophysiology knowledge and critical thinking skills of nursing students remains as
a challenge faced by nursing educators. To improve those, an innovative learning method is required. Concept
map by adding cases might assist increasing students’ pathophysiology knowledge and critical thinking skills.
Methods: A quasi-experimental study with pre- and post-test with control group design involved 104 first-year
nursing students of Universitas Jenderal Soedirman, Purwokerto, Central Java from April to June 2023.
Participants were divided into two classes at the beginning of the first semester and randomly allocated into the
intervention group (54 respondents) and the control group (50 respondents). The intervention group was
provided typical learning added with a case-based concept map development weekly for 7 weeks, while the
control group underwent regular lectures based on the syllabus. Pathophysiology knowledge was measured by
using Multiple Choice Questions, while critical thinking was evaluated by using the Critical Thinking Disposition
Inventory questionnaire. Independent-t test and paired test were applied to evaluate the effectiveness of
implementing the case-based concept map.
Results: The mean score for knowledge the pathophysiology of the disease in the intervention group was
significantly higher than the those in the control group (t =5.24, p = 0.000). However, there was no difference in
the average scores of critical thinking between two groups discovered in the study (t =0.90, p = 0.37).
Conclusions: Case-based concept map can be recommended as an innovative and effective learning method for
teaching disease pathophysiology to nursing students. However, the case-based concept map in this study is still
not consistent in improving students' critical thinking skills.

Hikmi Muharromah Pratiwi1,

* , Desiyani Nani1

, Saryono Saryono1

, Laxmi Mustika

Cakrawati2

http://dx.doi.org/10.20473/jn.v19i1.48114

8 February 2024

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