الفهرس 
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Abstract
Concept maps are creative learning approach in the education of health care. They are considered form of the active teaching and learning strategies promote students to think critically, improve knowledge organization, establish communication links, and by developing skills of clinical judgment that ultimately patient safety will be improved through delivering quality care (Ashipala et al., 2023).
The purpose of the study was:-To assess the effect of concept mapping on critical thinking of pediatric nursing students caring for children with pneumonia Research Design: A quasi-experimental design (study and control groups) was utilized in conducting this study. Research setting: This study was conducted in the pediatric nursing department and pediatric unite at Menoufia University hospital. The unit contains 3 words for pediatrics. One word for pneumonia and last discussion conducted in medical lab in the pediatric department in the faculty of nursing. It contains 3 labs for teaching.
Sampling:
A convenient sample of 230 Pediatric Nursing Students who are enrolled in the Faculty of Nursing, Menoufia University was selected. Thus, a sample size of 230 students would be necessary for conducting the study.
Students were randomly divided into two groups, one control group 115students divided into three groups, two groups contained forty-eight students (each), one group included nineteen students and one study group 115 students divided into three groups, two groups contained forty-eight students (each), one group included nineteen students. Instruments of the study: -Instrument one: A Self-administered Questionnaire Instrument two: Watson Glaser Critical Thinking Appraisal (WGCTA) consists of five parts: Part one: Inferences subscale Part two: Recognition of Assumption subscale Part three: Deduction subscale Part four: Interpretation subscale Part five: Evaluation of arguments subscale Instrument three: Nursing process evaluation structured questionnaire consists of three parts: Part one: Nursing process checklist Part two: Physical examination Checklist. Part three: Health History Checklist The main results of the study showed that:1- 49.6% of studied students in the study and control groups were 21 years old.2- 59.1%of studied students in the study group and more than 76.5% in the control group were females.3- There was a highly statistical significant difference between study and control group regarding inferences, recognition of Assumption, deduction, interpretation and Evaluation of arguments on posttest.4- 100% studied students in the study group had higher level of inferences on posttest compare to 15.7% on pretest. While in the control group 60.9% of students on posttest had low level of inferences compared to 89.6% on pretest. Also100% studied students in the study group compare to 39.1% studied students in the control group had higher level of inferences on posttest. So there was a highly statistical difference between study and control group on posttest (p<.001).5- In the study group, mean for critical thinking abilities was 52.73 ± 1.91on posttest compared to 18.73± 6.45 on pretest. Also on posttest mean of critical thinking of students in the study group was 52.73 ± 1.91 compared to 26.32 ± 17.27 in the control group. So there was a highly statistical significant difference between study and control group on posttest (p<.001).6- There was a highly statistical significant difference between study and control group on post intervention regarding reported examination and analysis of data related to care of children with pneumonia7- In the study group, total mean for evaluation of the nursing process was 70.13 ± 7.11 on posttest compared to 34.87 ± 5.64 on pretest. Also mean scores for evaluation of the nursing process in the study group was 70.13 ± 7.11 compared to mean scores for evaluation of the nursing process in the control group was 48.49 ± 9.17on posttest. So there was a highly statistical significant difference between study and control group on posttest (p<.001).The study concluded that: This study concluded that concept mapping has a positive effect on improving critical thinking of pediatric nursing students caring for children with pneumonia. Students who used concept mapping have higher critical thinking skills level on posttest than pretest. Furthermore, Students who used concept mapping have higher critical thinking skills level than students who used traditional methods of learning. Based on the results of the study it was recommended that:1- Concept mapping should be integrated into pediatric nursing education.2- Evaluations of nursing practice should be done properly through assessing nursing abilities for making Interpretation, inferences, recognition of assumption, deduction and evaluation of arguments3- Nurse educators should develop clinical simulations to encourage the students to make relationships between the key concepts related to different clinical situations and reach to appropriate clinical judgment in the nursing care plan4- Further studies are needed to compare the impact of concept mapping and other metacognition strategies on various learner types.