A Concept Mapping Approach to Teaching and Learning Nursing Pathophysiology

Abstract

Background: A strong grasp of pathophysiological concepts is essential for nursing students as they prepare for clinical work that demands sound reasoning and integration of complex information. This educational innovation introduced concept mapping as a structured learning strategy in a sophomore-level undergraduate pathophysiology course. Method: Eighteen students completed two concept maps during the semester and responded to a faculty-developed questionnaire about their experiences. Faculty review of the first and second maps revealed noticeable gains in organization, conceptual clarity, and the accuracy of linkages. Innovation Outcomes: Students reported greater confidence, improved comprehension, and a clearer understanding of relationships among disease processes. Conclusion: These findings suggest that incorporating concept mapping early in the curriculum supports meaningful learning, strengthens clinical reasoning foundations, and prepares students for the analytical demands of upper-level nursing coursework and clinical practice.