Work

The perceptions of undergraduate nursing students using concept maps to influence educational experiences: A systematic review

Year: 2026

Type: review

Abstract: The transformation of nursing education to support critical thinking and clinical readiness has increased the reliance on pedagogical tools. Educational tools such as concept maps have emerged as such strategies. However, with the learning environment becoming more hybrid, digital and student-centred, no existing nursing review synthesises the understanding of undergraduate nursing students' experiences learning using concept maps. This review aims to synthesise qualitative evidence on the educational experiences of undergraduate nursing using concept maps. Following the 2020 guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses, five databases were searched for studies published between 2011 and 2024. Study quality was assessed using the JBI Critical Appraisal Tool. Ten studies met the inclusion criteria. Three themes emerged: (i) learning styles that shaped engagement with concept maps, (ii) promotion of metacognition practices such as peer feedback, and (iii) challenges and limitations, which include time constraints, unfamiliarity with concept maps use and inconsistencies in instructional support. Concept maps can enhance undergraduate nursing education experiences when aligned with students' learning preferences and supported by structured support. Future research should explore integrating concept maps with current digital tools and applicable subjects across nursing curricula. • With the reduction of didactic education, using learning tools such as concept maps helps engage nursing students in a hybrid learning environment. • Concept maps were shown to promote metacognitive practices among undergraduate nursing students. • The challenges in applying concept maps improved over time with exposure and guidance. • The use of concept maps helps shape learners’ learning styles in undergraduate nursing programmes.

Source: Journal of Professional Nursing

DOI: 10.1016/j.profnurs.2026.02.008

Authors: Muhammad K.I.E.B. Mohamad Azmi, Aisling Smyth, Naomi Keith

Institution: University of Canberra

Language: English

Topic: Innovations in Medical Education

Subfield: Public Health, Environmental and Occupational Health

Field: Medicine

Domain: Health Sciences

SDGs: Quality education, Good health and well-being

Open Access status: hybrid

Estimated APC paid: $3,500