Concept Map-Based Reflective Learning in Peripheral IV Catheterization

Effectiveness of Concept Map-Based Reflective Learning for Teaching Peripheral Intravenous Catheterization to First-Year Nursing Students: A Randomized Controlled Trial

Background: Traditional teaching methods in nursing education may not effectively integrate theory and practice. Concept map-based reflective learning may support meaningful learning and critical thinking.

Methods: This randomized controlled pretest-posttest study was conducted between May and July 2024 with 66 first-year nursing students (experimental = 33; control = 33). Both groups received standard instruction, while the experimental group additionally participated in concept map-based reflective learning. Data were collected using a demographic form and knowledge tests administered before and after the intervention.

Inclusion Criteria:

• Being over 18 years old
• Being a first-year student
• Taking the Nursing Principles course for the first time
• Not being absent on the dates when the research data will be collected

Exclusion Criteria:

• Horizontal/vertical transfer students
• Students graduating from Health Vocational High School
• Intervention group students who did not carry out reflective practice based on the concept map