RT - Journal Article T1 - Comparison of Two Teaching Methods on Nursing Students’ Learning and Retention: Concept Mapping or Lecture? JF - IJME YR - 2012 JO - IJME VO - 12 IS - 7 UR - http://ijme.mui.ac.ir/article-1-1672-en.html SP - 498 EP - 507 K1 - concept mapping K1 - learning K1 - retaining K1 - lecture K1 - nursing students AB - Introduction: Nursing educators should use teaching methods that promote deep learning and retention. The aim of this study was to compare the effects of lecture and concept mapping approaches on the nursing students’ learning and knowledge retention in cardiovascular nursing course. Methods: In a quasi- experimental study on two groups with pre test -post test design, 66 fifth-semester nursing students were selected through census method and randomly divided into two groups (experiment and control). After pre test, control and experiment groups received education for 8 sessions during 2 month, either by lecture method or concept mapping, respectively. Then, they took the post-test and after 4 weeks the retention test. To gather data, an achievement test consisting of two parts and with a score range of 0-40 was used which evaluated students knowledge and meaningful learning in cardiovascular nursing course. The data were analyzed through repeated measure ANOVA and independent T tests. Results: The mean of exam scores in the lecture group changed from 11.87± 2.48 in pre test to 25.69±2.49 in post test and to 21.21±3.37 in retention test. The mean of learning scores in the concept mapping group changed from 15.30± 5.4 in pre test to 32.21±2.81in post-test and to 26.72±2.84 in retention test. The differences of mean scores were statistically significant within both groups (P LA eng UL http://ijme.mui.ac.ir/article-1-1672-en.html M3 ER -