Effectiveness of concept map–based reflective learning for teaching peripheral intravenous catheterization to first-year nursing students: a cluster-randomized controlled trial

Abstract

Traditional teaching methods in nursing education may not effectively integrate theory and practice. Concept map–based reflective learning may facilitate knowledge organization and support meaningful learning and critical thinking. This cluster-randomized controlled pretest–posttest study was conducted between May and July 2024, with 66 first-year nursing students (intervention = 33; control = 33). Both groups received standard instruction, while the intervention group additionally participated in concept map–based reflective learning. Data were collected using a demographic form and knowledge tests. The data were analyzed using independent-samples t-tests, paired-samples t-tests, and analysis of covariance (ANCOVA). Effect sizes were reported as Cohen’s d and partial eta squared (η²p). After adjustment for baseline knowledge scores using ANCOVA, post-test knowledge scores remained significantly higher in the intervention group than in the control group (adjusted mean difference: 29.3 points, 95% CI: 23.9–34.7; F(1,63) = 117.43, p < 0.001, partial η²=0.651). Concept map–based reflective learning may be an effective educational strategy for improving knowledge acquisition in undergraduate nursing education. ClinicalTrials.gov , NCT07674849. Registered retrospectively on 26 June 2026.