ASSESSMENT OF CONCEPT MAPPING AS A LEARNING TOOL AMONG UNDERGRADUATE NURSING STUDENTS AT PUBLIC AND PRIVATE NURSING COLLEGES; A DESCRIPTIVE CROSS SECTIONAL STUDY FROM PESHAWAR

Abstract

Background:
Concept mapping is a learner centered teaching method that helps nursing students learn meaningfully, think critically, organize their information, and solve problems. Despite its increasing usage in nursing education around the world, evidence of its efficacy among undergraduate nursing students in local context of Pakistan is sparse.

Objective:
To assess concept mapping as a learning tool among undergraduate nursing students at public and private nursing colleges in Peshawar, Pakistan.

Methods:
A descriptive cross-sectional study was conducted from October to December 2025 among undergraduate nursing students enrolled in three nursing colleges in Peshawar, including one private and two public institutions. A total of 127 final-semester BSN students were chosen through non-probability convenience sampling. Data were collected using a valid and reliable adopted questionnaire (Cronbach’s α = 0.72) consisting of 20 dichotomous (Yes/No) items assessing perceptions of concept mapping. Data were analyzed using SPSS version 26. Written consent was obtained from the participants. Frequencies and percentages were calculated for demographic variables and study outcomes.

Results:

Among the participants, 60.6% of the participants were female, with 99.2% between the ages of 20 and 25 years. The majority of participants had positive attitudes on concept mapping. The majority of participants felt that concept mapping fosters good attitudes toward learning (96.1%), enhances topic understanding (94.5%), stimulates meaningful learning (92.9%), improves critical thinking (89.0%), and strengthens problem-solving abilities (80.3%). Overall, 2,181 (85.87%) of the 2,540 replies were positive, with only 359 (14.13%) being negative.

Conclusion:
Undergraduate nursing students evaluated concept mapping as a useful learning technique. Students perceived that concept mapping encourages meaningful learning, critical thinking, information integration, and problem solving abilities. Incorporating concept mapping into undergraduate nursing curricula may improve educational results and promote evidence-based practice.