Background: Concept mapping practice in Problem Based Learning (PBL) is beneficial in improving PBL tutorial sessions practices and gender could contribute to the practice of concept mapping in brainstorming and debriefing sessions. Aim of the study: To assess the practice of concept mapping in brainstorming and debriefing sessions in relation to gender among nursing students. Research design: A correlational descriptive design was used in this study. Setting: The study was conducted at the Faculty of Nursing in Suez Canal University. Subjects: Ninety-two first-year nursing students participated in the study. Tool of data collection: Data were collected using concept mapping practice in PBL scale. Results: The total practice of concept mapping in brainstorming and debriefing sessions were 12.25 ± 2.73, and 12.14 ± 3.07, respectively. Female students scored the highest mean of valid selection of concepts with a significant difference in the brainstorming session and with no significant difference in the debriefing session. In addition, there was a significant difference between males and females regarding the total practice of concept mapping in a brainstorming session whereas there was no significant difference between both in the debriefing session. Conclusion: Concept mapping practice in PBL sessions needs to be improved. Female students are significantly better than males in their total practice of concept mapping in the brainstorming session. In addition, there is a highly significant positive correlation between students' practice of concept mapping in brainstorming and debriefing sessions. Recommendations: Conducting a training program to improve concept mapping practice in PBL sessions is needed, putting into consideration the individual differences among students that contribute to their concept mapping practice in PBL sessions and hence their PBL practice in general.  A further study on factors contributing to concept mapping practice in PBL sessions is considered.