Özet:

In the study, it was aimed to determine the effect of the concept map method used in nursing students during clinical practice on creative thinking tendencies and academic self-efficacy. This quasi-experimental study was conducted between March 2020 and May 2020 with the second-year students of the Nursing Department of a Faculty of Health Sciences. The research was completed with 129 students. Before the application, the students were trained about the concept map. Descriptive Information Form, Academic Self-Efficacy Scale (ASES), and Marmara Creative Thinking Tendencies Scale (MCTTS) were applied before and after clinical practice in the collection of research data. Number and percentage, mean and standard deviation and Paired samples t-tests were used to evaluate the data. In addition, Cronbach's alpha value was checked for the measurement reliability of the scale used. It was determined that ASES total score average of the students who used the concept map method during clinical practice was 3.00 ± 0.79 before the application, it was 3.22 ± 0.81 after the application, the total score average increased after the application and there was a statistically significant difference (t = -2.222 p = 0.028). Considering the total means cores of MCTTS, it was seen that it was 3.70 ± 0.53 before the application and 3.66 ± 0.59 after the application and the difference was not statistically significant (p>0.05). In the study, it was determined that the use of concept map in the clinical practice of nursing students increased students 'academic self-efficacy, but did not cause a significant change in students' creative thinking tendencies. In order to increase the academic self-efficacy of nursing students, the use of a case-based concept tmap can be recommended during clinical practice.

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