Background: Concept mapping is an innovative approach in health care education.
It considers one of the active teaching and learning methods promoting critical thinking.
The students are better able to organize knowledge, create Connections, and develop < br />clinical judgment skills that ultimately improve patient safety and quality care .Aim: the
present study aimed to investigate the effect of using concept mapping on students critical
thinking in nursing administration course. Methods: A quasi-experimental research design
was used and the studysample included(376) students whowere studied nursing
administration course during the second semesterof academic years 2018/2019 , They were
divided into two groups experimental group(n=189)and control group(n=187).Data was
collected by using, knowledge questionnaire regarding concept mapping ofstudent's,Rubric
for assessing concept maps, and California Critical Thinking Disposition Inventory
Results: statistically significant difference was found between both pre and post awareness
sessions among the study group regarding concept map knowledge. As well as,significant
difference between both groups regarding the students' critical thinking disposition. In
addition the study group students have change in perceived Critical thinking more than the
students in the control group. Conclusions: Concept Maps are considered an effective
educational methods to promote Critical thinking as it reflects of the learners' thinking
process image. Recommendation: concept maps could be usefully used in other curricula
and nursing instructors may improve the nursing core competency via using them into
course teaching and learning process., the nursing students will be critical thinker and
professionally patient care handling .