Concept Map-Based Reflective Learning in Peripheral IV Catheterization

Background: Traditional teaching methods in nursing education may not effectively integrate theory and practice. Concept map-based reflective learning may support meaningful learning and critical thinking. Methods: This randomized controlled pretest-posttest study was conducted between May and July 2024 with 66 first-year nursing students (experimental = 33; control = 33). Both groups received standard instruction, while the experimental group additionally participated in concept map-based reflective learning. Data were collected using a demographic form and knowledge tests administered before and after the intervention.