Title: Comparing effect of concept map and lecture method on diabetes learning level

Biography:

Dondu Sanliturk is an Assist Professor at the Faculty of Health Sciences in Nursing department, Tokat Gaziosmanpasa University. She holds master degrees in internal medicine nursing. She obtained her PhD from University of Gazi. Her research interests include care burden in caregivers, asthma control and management, diabetes management, scale development, concept map and planned behavior theory in nursing care. She is currently working on several research projects including diabetes in the Turkish community, health literacy in asthma patients, violence against health workers and compassion in nursing care.

Abstract

Effective approaches to diabetes education are important for learners to develop basic competence in handling patients with diabetic problems. The concept map-based teaching method enables nursing students to connect new information to existing knowledge and integrates interdisciplinary knowledge. However, there is a lack of evidence related to the concept map-based teaching method in nursing education. The purpose of the study was to determine the effect of concept map-based and lecture-based teaching methods on the level of nursing students’ learning in Diabet. This pretest posttest semi-experimental study has been conducted in the nursing school of Tokat, Turkey in 2019. In total, 56 second grade nursing students participated in the study. After the students were ranked according to the university entrance score, the students in the list were selected from the beginning and the end and were divided into concept map (n=28) and lecture groups (n=28) respectively. The effect of education on knowledge (before, immediately after the session) was studied. Data were collected through two questionnaires. The first one was demographic data included age, gender, employment status, place of residence and mean diploma. The second was a multiple choice questionnaire with 20 questions. There was no significant difference in terms of sociodemographic characteristics of students in the concept map and lecture group (p> .05). No significant differences were found between the mean scores of knowledge before intervention (p> .05). After the intervention, the mean scores of knowledge were statistically significant between the two groups (p < .05). In achieving the level of nursing students’ learning in Diabet, it seems that the concept map-based teaching method was more effective than the lecture method. In conclusion that concept map-based as the educational method could encourage a group of nursing students knowledge of diabetes, which might ultimately result in better nursing care quality.