The Relationship Between the Perception of Undergraduate Nursing Students of the Nursing Concept Map and Their Learning Styles

AIM: This study aimed to assess nursing students’ perceptions of concept mapping, explore their learning preferences, and examine its relationship with learning styles.

METHODS: A cross-sectional study was conducted. A total of 174 female nursing students were recruited using a convenience sampling method. Data collection tools included the Scale for the Effectiveness of Concept Maps in Nursing Education, a 30-item Likert-Scale Questionnaire assessing perceptions of concept mapping effectiveness; the visual, auditory, reading/writing, and kinesthetic questionnaire, measuring learning style preferences; and a single Likert-scale question assessing the perceived difficulty of creating concept maps.

RESULTS: The average participant age was 21 years, with a grade point average of 4.25. Students reported high mean scores on the Scale for the Effectiveness of Concept Maps in Nursing Education (M = 85.09), indicating strong endorsement of concept mapping for integrating care plans and processing information. Significant positive correlations were found between concept map effectiveness and care planning, information processing, and perceived difficulty. Visual, auditory, reading/writing, and kinesthetic results showed high preferences across all learning styles, with a significant correlation (p = .002) between concept mapping and the visual learning style.

CONCLUSION: Concept mapping is an effective strategy for enhancing nursing education, especially for visual learners.

Cite this article as: Ibraheem, A., Hussein, A. S. E., & Hussein, E. S. E. (2026). The relationship between the perception of undergraduate nursing students of the nursing concept map and their learning styles. Florence Nightingale Journal of Nursing, 34, 0335, doi: 10.5152/FNJN.2026.25335.