Concept Mapping in a Flipped Clinical Environment: A Basic Qualitative Study

The need to encourage critical thinking and academically engage nursing students in a clinical environment compels faculty use of assorted teaching strategies, including concept mapping flipped learning. Though nurse educators both concurrent methods is rare. Thus, this study examined the course students’ engagement thinking. Twelve baccalaureate second-year medical-surgical provided data for basic qualitative by completing journals or diaries throughout through individual semi-structured interviews at exit. Open coding interview transcripts conjunction with constant comparative analysis helped develop categories themes. Several overlapping themes emerged from journal data. Nursing indicated that they developed different ways thinking, learned many people, became actively involved learning expanded their connected information, determined priorities made decisions, confident knowledgeable ability recall information transfer knowledge, experienced increased higher level skills. results showed participants derived positive meaning nontraditional mapping. Students were engaged able expand while working collaboratively instructor, patients, staff.