Efektivitas metode case-based concept map untuk meningkatkan pemahaman patofisiologi dan perilaku caring mahasiswa keperawatan
DOI: https://doi.org/10.33024/hjk.v19i4.597
Concept Map Mahasiswa Keperawatan Patofisiologi Perilaku Caring
Abstract
Background: Adequate understanding of pathophysiology is essential for nursing students to provide competent care and demonstrate caring behavior towards patients. In addition, caring behavior is at the core of the nursing care process. Concept maps, a visual learning strategy, have shown promise in facilitating the understanding of pathophysiology and may positively impact on improving caring behavior among nursing students.
Purpose: To analyze the effectiveness of the case-based concept map method in improving the understanding of pathophysiology and caring behavior of nursing students.
Method: A quasi-experimental study with a pre-posttest with control group approach on 149 nursing students (intervention group: 81 participants, control group: 68 participants) in May - July 2024. The application of the concept map was carried out for 5 weeks in the intervention group. This study used the Caring Behavior Inventory (CBI) questionnaire to measure students' caring behavior and a quiz to measure students' understanding of pathophysiology which was filled out online. The analysis in this study used paired t-test and independent t-test.
Results: The mean score difference in pathophysiology understanding between the intervention group and the control group was significantly higher in the intervention group (p = 0.000, t = 3.882). In contrast, the mean score of caring behavior did not show a significant difference between the intervention and control groups (p = 0.37, t = 0.899).
Conclusion: The case-based concept map is effective in enhancing the understanding of pathophysiology; however, this method remains inconsistent in promoting the caring behaviors of nursing students.
Suggestion: Future research is expected to develop an extended case-based concept map application in nursing process planning (formulation of nursing diagnoses, determination of outcome criteria, and selection of nursing interventions) in nursing students at the final level or nursing students who are carrying out learning in clinical practice.
Keywords: Concept Map; Caring Behavior; Nursing Students; Pathophysiology.
Pendahuluan: Pemahaman yang adekuat tentang patofisiologi sangat penting bagi mahasiswa keperawatan untuk memberikan perawatan yang kompeten dan menunjukkan perilaku caring kepada pasien. Selain itu, perilaku caring merupakan inti dari proses asuhan keperawatan. Concept map merupakan sebuah strategi pembelajaran visual, terbukti menjanjikan dalam memfasilitasi pemahaman patofisiologi dan mungkin berdampak terhadap peningkatan perilaku caring pada mahasiswa keperawatan.
Tujuan: Untuk menganalisis efektivitas metode case-based concept map dalam meningkatkan pemahaman patofisiologi dan perilaku caring mahasiswa keperawatan.
Metode: Penelitian studi quasi eksperimental dengan pendekatan pre-posttest with control group pada 149 mahasiswa Jurusan Keperawatan (kelompok intervensi: 81 partisipan, kelompok kontrol: 68 partisipan) pada bulan Mei – Juli 2024. Penerapan concept map dilakukan selama 5 minggu pada kelompok intervensi. Penelitian ini menggunakan kuesioner Caring Behavior Inventory (CBI) untuk mengukur perilaku caring mahasiswa dan kuis untuk mengukur pemahaman patofisiologi mahasiswa yang diisi secara online. Paired-t-test dan independent t-test digunakan untuk analisis dalam penelitian ini.
Hasil: Perbedaan rerata skor pemahaman patofisiologi pada kelompok intervensi lebih tinggi secara signifikan dibandingkan skor rerata pada kelompok kontrol (p = 0.000, t = 3.882). Sedangkan, rerata skor perilaku caring antara kelompok intervensi dan kontol tidak berbeda secara signifikan (p = 0.37, t = 0.899).
Simpulan: Case-based concept map efektif dalam meningkatkan pemahaman patofisiologi. Namun, metode ini masih belum inkonsisten dalam meningkatkan perilaku caring mahasiswa keperawatan.
Saran: Penelitian selanjutnya diharapkan dapat mengembangkan aplikasi case-based concept map yang diperluas dalam perencanaan proses keperawatan (perumusan diagnosa keperawatan, penentuan kriteria luaran, dan pemilihan intervensi keperawatan) pada mahasiswa keperawatan.
Kata Kunci: Concept Map; Mahasiswa Keperawatan; Patofisiologi; Perilaku Caring.
Downloads
References
Alavi, A., & Okhovat, F. (2024). Effects of training nursing process using the concept map on caring self-efficacy of nursing students in pediatric departments. Journal of Education and Health Promotion, 13(1), 149.
Alfayoumi, I. (2019). The impact of combining concept-based learning and concept-mapping pedagogies on nursing students' clinical reasoning abilities. Nurse Education Today, 72, 40-46.
Ausubel, D. P. (1963). The psychology of meaningful verbal learning.
Bilik, Ö., Kankaya, E. A., & Deveci, Z. (2020). Effects of web-based concept mapping education on students' concept mapping and critical thinking skills: A double blind, randomized, controlled study. Nurse education today, 86, 104312.
Bressington, D. T., Wong, W. K., Lam, K. K. C., & Chien, W. T. (2018). Concept mapping to promote meaningful learning, help relate theory to practice and improve learning self-efficacy in Asian mental health nursing students: A mixed-methods pilot study. Nurse education today, 60, 47-55.
Brown, L. P. (2011). Revisiting our roots: Caring in nursing curriculum design. Nurse Education in Practice, 11(6), 360-364.
Cañas, A. J., & Novak, J. D. (2014). Concept mapping using CmapTools to enhance meaningful learning. In Knowledge cartography: Software tools and mapping techniques (pp. 23-45). London: Springer London.
Cañas, A. J., Reiska, P., & Shvaikovsky, O. (2023). Improving Learning and Understanding through Concept Mapping. Knowledge Management & E-Learning, 15(3), 369-380.
Cheng, W. F., Zhao, T. Y., & Guo, Y. (2016). Research progress on narrative education in clinical nursing education. Chinese Nursing Research, 3(4), 151-153.
Christensen, M., Craft, J., Wirihana, L., & Gordon, C. (2015). Pathophysiology team teaching: Bioscientist contribution to knowledge integration in a nursing subject. Journal of clinical nursing, 24(23-24), 3739-3741.
Colsch, R., Lehman, S., & Tolcser, K. (2020). State of pathophysiology in undergraduate nursing education: A systematic review. J. Nurs. Educ. Pract, 11(11).
Correia, P., Cicuto, C., & Aguiar, J. (2013). Using Novakian concept maps to foster peer collaboration in higher education. In Digital knowledge maps in education: Technology-enhanced support for teachers and learners (pp. 195-217). New York, NY: Springer New York.
Craft, J., Hudson, P., Plenderleith, M., Wirihana, L., & Gordon, C. (2013). Commencing nursing students' perceptions and anxiety of bioscience. Nurse education today, 33(11), 1399-1405.
Daley, B. J., Morgan, S., & Black, S. B. (2016). Concept maps in nursing education: A historical literature review and research directions. Journal of Nursing Education, 55(11), 631-639.
De la Croix, A., Rose, C., Wildig, E., & Willson, S. (2011). Arts‐based learning in medical education: the students’ perspective. Medical education, 45(11), 1090-1100.
Dunn, K. E., Osborne, C., & Rakes, G. C. (2013). It's not my fault: Understanding nursing students' causal attributions in pathophysiology. Nurse Education Today, 33(8), 828-833.
El Hussein, M. T., Salyers, V., & Osuji, J. (2016). Use of visual narrative illustrations to teach pathophysiology concepts to nursing students. Journal of Nursing Education, 55(2), 109-112.
Fonseca, M., Oliveira, B., Carreiro-Martins, P., Neuparth, N., & Rendas, A. (2020). Revisiting the role of concept mapping in teaching and learning pathophysiology for medical students. Advances in Physiology Education.
Friedel, J. M., & Treagust, D. F. (2005). Learning bioscience in nursing education: perceptions of the intended and the prescribed curriculum. Learning in Health and Social Care, 4(4), 203-216.
Gerdeman, J. L., Lux, K., & Jacko, J. (2013). Using concept mapping to build clinical judgment skills. Nurse Education in Practice, 13(1), 11-17.
Harrison, S., & Gibbons, C. (2013). Nursing student perceptions of concept maps: From theory to practice. Nursing Education Perspectives, 34(6), 395-399.
Hawkins, S. F., & Morse, J. (2014). The praxis of courage as a foundation for care. Journal of Nursing Scholarship, 46(4), 263-270.
Kaddoura, M., Van‐Dyke, O., & Yang, Q. (2016). Impact of a concept map teaching approach on nursing students’ critical thinking skills. Nursing & health sciences, 18(3), 350-354.
Koehler, C. J., & Bowen, K. G. (2001). Nursing process mapping replaces nursing care plans. London: Jones and Bartlett Learning.
Lee, W., Chiang, C. H., Liao, I. C., Lee, M. L., Chen, S. L., & Liang, T. (2013). The longitudinal effect of concept map teaching on critical thinking of nursing students. Nurse education today, 33(10), 1219-1223.
Leicher, V., & Mulder, R. H. (2018). Development of vignettes for learning and professional development. Gerontology & geriatrics education, 39(4), 464-480.
López, M. S., Rodríguez, A. P., Fernández, P. P., & Lorenzo, C. C. (2020). A new methodology to increase the effectiveness of using concept maps made with cmaptools to help the students achieve meaningful learning. Exemplification with a concept map on atomic models. In EDULEARN20 Proceedings (pp. 3605-3611). IATED.
McVicar, A., Andrew, S., & Kemble, R. (2015). The ‘bioscience problem’for nursing students: An integrative review of published evaluations of Year 1 bioscience, and proposed directions for curriculum development. Nurse education today, 35(3), 500-509.
Novak, J. D., & Cañas, A. J. (2006). The origins of the concept mapping tool and the continuing evolution of the tool. Information visualization, 5(3), 175-184.
Nursalam, N., Wijaya, A., Bakar, A., & Efendi, F. (2015). Indonesian nursing students in caring behavior. GSTF Journal of Nursing and Health Care (JNHC), 2, 1-4.
Nusantara, A. F., & Wahyusari, S. (2018). Perilaku caring mahasiswa program studi sarjana keperawatan STIKes Hafshawaty Pesantren Zainul Hasan. JI-KES (Jurnal Ilmu Kesehatan), 2(1).
Pragholapati, A., & Hidayati, E. (2023). Persepsi Caring Mahasiswa Keperawatan. Jurnal Keperawatan Komplementer Holistic, 1(2), 36-41.
Pratiwi, H. M., Nani, D., Saryono, S., & Cakrawati, L. M. (2024). The effectiveness of case-based concept map to improve pathophysiology knowledge and critical thinking among first-year nursing students: a quasi-experimental study. Jurnal Ners, 19(1), 78.
Ranjbar-Delbar, M., Hasanvand, S., Toulabi, T., Ebrahimzadeh, F., & Galehdar, N. (2019). The effectiveness of nursing process implementation with concept mapping via mobile phone on nursing student self-efficacy in critical care course. Research in Medical Education, 10(4), 3-11.
Sadler, K. C., Stevens, S., & Willingham, J. C. (2015). Collaborative concept maps: A voice for all science learners. Science Scope, 38(9), 38-44.
Saeidifard, F., Heidari, K., Foroughi, M., & Soltani, A. (2014). Concept mapping as a method to teach an evidence-based educated medical topic: a comparative study in medical students. Journal of Diabetes & Metabolic Disorders, 13, 1-5.
Shellenbarger, T., & Robb, M. (2015). Technology-based strategies for promoting clinical reasoning skills in nursing education. Nurse educator, 40(2), 79-82.
Sousa, A. T. O. D., Formiga, N. S., Oliveira, S. H. D. S., Costa, M. M. L., & Soares, M. J. G. O. (2015). Using the theory of meaningful learning in nursing education. Revista brasileira de enfermagem, 68, 713-722.
Sulisno, M., & Ulfa, I. H. (2015). Interaksi Caring Mahasiswa Keperawatan Tingkat I, II dan III. Jurnal Manajemen Keperawatan, 3(1), 36-41.
Toqan, D., Khalaf, I., & Ayed, A. (2019). The impact of concept mapping on caring efficacy of Palestinian nursing students at clinical setting.
Van Horn, E. R., Hyde, Y. M., Tesh, A. S., & Kautz, D. D. (2014). Teaching pathophysiology: Strategies to enliven the traditional lecture. Nurse educator, 39(1), 34-37.
Watson, F., & Rebair, A. (2014). The art of noticing: essential to nursing practice. British Journal of Nursing, 23(10), 514-517.
Wilgis, M., & McConnell, J. (2008). Concept mapping: An educational strategy to improve graduate nurses’ critical thinking skills during a hospital orientation program. The journal of continuing education in Nursing, 39(3), 119-126.
Ziatdinov, R., & Cilliers, J. (2022). Generation Alpha: Understanding the next cohort of university students. arXiv preprint arXiv:2202.01422.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Holistik Jurnal Kesehatan
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
