Background: A nurse must be able to think critically, learn how to synthesize information, and be an autonomous learner in today's demanding. Concept mapping method helps nurse educators give students the fundamental skills of critical thinking, inventive problem-solving, and decision-making. The present study aimed to evaluate the effectiveness of using concept mapping methods on nursing students' critical thinking and independent knowledge acquisition. Methods: A quasi experimental pretest-posttest study design was adopted. The study was conducted at Technical Nursing Institution, Tanta University. Sample: A convenient sample consisted of 206 second-year undergraduate nursing students during the second semester of academic years 2022/2023, They were divided randomly into two groups: experimental group (n=103) and control group (n=103). Tools: Four tools were used for data collection: Concept Mapping Questionnaire Structure, Concept Mapping Assessment Rubric, Inventory of the California Critical Thinking Disposition Sheet, and Independent Learning Instrument. Results: The results showed a statistically significant difference between both pre and post awareness sessions among the study group regarding concept map knowledge. As well as an improvement in critical thinking scores and independent learning of the study group as compared to the control group. In addition, the results confirmed statistically significant correlations between concept mapping and the overall Inventory of the California Critical Thinking Disposition & independent learning. Conclusion: There were significant influences of concept mapping on nursing student's critical thinking and independent knowledge acquisition. Recommendation: Encourage using of a concept mapping strategy in nursing education that help students develop their critical thinking abilities and autonomous information acquisition while allowing them to take into account the concept of nursing practice in their conceptualization of patient problems.