[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596318-105":59,"doc-detail-596318-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","concept-mapping-in-a-flipped-clinical-environment-a-basic-qualitative-study","Concept Mapping in a Flipped Clinical Environment - A Basic Qualitative Study","","The need to encourage critical thinking and deepen nursing students’ engagement in clinical placements drives faculty to use strategies such as concept mapping and flipped learning. Although both approaches are promoted, combining them in clinical teaching remains uncommon. This basic qualitative study examined concept mapping within a flipped clinical course to support engagement and critical thinking among second-year medical-surgical students. Results showed positive learning meaning, active involvement, expanded thinking, and improved critical and higher-level thinking skills through collaborative work with instructors, patients, and staff.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/concept-mapping-in-a-flipped-clinical-environment-a-basic-qualitative-study/596318/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/concept-mapping-in-a-flipped-clinical-environment-a-basic-qualitative-study/596318.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate in a flipped clinical environment?","Question",{"text":112,"@type":113},"The study examines the use of concept mapping in a flipped clinical course to encourage nursing students’ engagement and critical thinking.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were data collected for this basic qualitative study?",{"text":117,"@type":113},"Twelve baccalaureate nursing students completed journals or diaries during the course and participated in individual semi-structured interviews at course exit.",{"name":119,"@type":110,"acceptedAnswer":120},"What themes were reported by the nursing students?",{"text":121,"@type":113},"Students reported developing different ways of thinking, learning from many people, becoming actively involved in learning, connecting information, determining clinical priorities and making decisions, and experiencing increased critical thinking and higher-level thinking skills.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596318,1792171493,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","The Canadian Journal for the Scholarship of Teaching and Learning  \n\n| Volume 14 | Issue 1 | Article 2 |\n| --- | --- |\n\nSpring 05-31-2023  \nConcept Mapping in a Flipped Clinical Environment: A Basic Qualitative Study  \nJuliet Onabadejo  \nRed Deer Polytechnic, [juliet.onabadejo@rdpolytech.ca](juliet.onabadejo@rdpolytech.ca)  \nFollow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)  \n[https://doi.org/10.5206/cjsotlrcacea.2023.1.8534](https://doi.org/10.5206/cjsotlrcacea.2023.1.8534)  \nRecommended Citation  \nOnabadejo, J. (2023) . Concept mapping in a flipped clinical environment: A basic qualitative study. The Canadian Journal for  \nthe Scholarship of Teaching and Learning, 14(1). [https://doi.org/10.5206/cjsotlrcacea.2023.1.8534](https://doi.org/10.5206/cjsotlrcacea.2023.1.8534)  \nConcept Mapping in a Flipped Classroom Clinical Environment: A Basic Qualitative Study  \nAbstract  \nThe need to encourage critical thinking and academically engage nursing students in a clinical environment compels faculty use of assorted teaching strategies, including concept mapping and flipped learning. Though nurse educators encourage both strategies, concurrent use of both methods in clinical teaching is rare. Thus, this study examined the use of concept mapping in a flipped clinical course to encourage students’ engagement and critical thinking. Twelve baccalaureate nursing students in a second-year medical-surgical clinical course provided the data for this basic qualitative study by completing journals or diaries throughout the course and through individual semi-structured interviews at course exit. Open coding of interview transcripts and journals in conjunction with constant comparative analysis helped develop categories and themes. Several overlapping themes emerged from interview and journal data. Nursing students indicated that they developed different ways of thinking, learned from many people, became actively involved in learning and expanded their thinking, connected information, determined clinical priorities and made decisions, became confident and knowledgeable in their ability to recall information and transfer knowledge, and experienced increased critical thinking and higher level thinking skills. The results of the study showed the participants derived positive meaning from their learning in a nontraditional flipped clinical with concept mapping. Students were actively engaged in their learning and were able to expand their thinking while working collaboratively with their instructor, patients, and staff.  \nLe besoin d’encourager la pensée critique et la participation des étudiants et des étudiantes en soins infirmiers dans un environnement clinique force les professeurs et les professeures à employer diverses stratégies d’enseignement, y compris la cartographie conceptuelle et l’enseignement inversé . Bien que les infirmiers enseignants et les infirmières enseignantes encouragent les deux stratégies, l’emploi simultané des deux méthodes dans l’enseignement clinique est rare. Ainsi, cette étude examine l’emploi de la cartographie conceptuelle dans un cours clinique inversé pour encourager la participation des étudiants et des étudiantes et la pensée critique. Douze étudiants et étudiantes ensoins infirmiers d’un programme de baccalauréat inscrits dans un cours clinique médico-chirurgical de deuxième année ont fourni les données pour cette étude qualitative de base en complétant des journaux de bord ou des agendas tout au long du cours et par le biais d’entrevues individuelles semistructurées menées à la fin du cours. Le codage ouvert des transcriptions des entrevues et des agendas, en conjonction avec une analyse comparative constante, ont favorisé la création de catégories et de thèmes. Plusieurs thèmes qui se chevauchent ont émergé des données fournies par les entretiens et les agendas. Les étudiants et les étudiantes en soins infirmiers ont indiqué qu’ils avaient développé diverses man","cbCairqDL2kCHy56","https://ap.wps.com/l/cbCairqDL2kCHy56","pdf",279352,"English","# Abstract\n## Purpose and focus\n## Method and data sources\n## Findings","[{\"question\":\"What does the study investigate in a flipped clinical environment?\",\"answer\":\"The study examines the use of concept mapping in a flipped clinical course to encourage nursing students’ engagement and critical thinking.\"},{\"question\":\"How were data collected for this basic qualitative study?\",\"answer\":\"Twelve baccalaureate nursing students completed journals or diaries during the course and participated in individual semi-structured interviews at course exit.\"},{\"question\":\"What themes were reported by the nursing students?\",\"answer\":\"Students reported developing different ways of thinking, learning from many people, becoming actively involved in learning, connecting information, determining clinical priorities and making decisions, and experiencing increased critical thinking and higher-level thinking skills.\"}]","Concept Mapping in a Flipped Clinical Environment - A Basic Qualitative Study | PDF",1792082856]