Development of an instrument to evaluate nursing student’s perceptions on the use of the concept map in problem-based learning

Background: The concept map (CM) has been documented as a learning tool in nursing education. However, there is no instrument available to assess how nursing students perceive its assistance in problem based learning (PBL). Aim: The aim of this study was to develop an instrument to evaluate the perception of CM used in PBL for nursing students. Methods: A cross-sectional survey was conducted which used a self-report questionnaire. Data from 213 nursing students in a PBL course was gathered. Results: The CM-PBL scale was developed, and contains 33 items with five subscales: 1) increase of learning efficiency; 2) integration of knowledge in a holistic view; 3) presentation of individuality; 4) enhancement of learning motivation; 5) promotion of learning satisfaction. CM-PBL has an explained variance of 59.386 %. Cronbach’s alpha coefficients and intra-class correlation coefficients for the overall and subscales were above 0.8. The CM-PBL scale presents to be a reliable and valid instrument to evaluate the perception of CM used in PBL for nursing students.