In today’s challenging and highly complex health care settings nurses must be able to think critically.
With the current traditional and rote methods of learning, the critical thinking skills among the
students are seen to diminish. As nurse educators must find a different method in their teaching on
how to encourage students to engage in analytical thinking and how to make the analytical thinking
process part of their daily practice due to increase safety of the patients. This will give challenge for
the nurse educators to reshape education by adopting instructional strategies to equip students with
foundational knowledge in critical thinking, creative problem solving and collaboration. Through
concept mapping, students should be able to transfer applied didactic objectives from the classroom
to the clinical practice, where critical thinking and problem solving skills are needed for success. It also
provide nurse educators with the ability to help students learn how to organise data, prioritise patient
needs and can relate patient medical illness and nursing intervention.
The Delphi technique is a widely used and accepted method for gathering data from participantswithin domain of expertise. The objective of this study is to discuss the process of the three roundsDelphi technique in seeking a consensus of concept mapping structure and Multiple Choice Questions(MCQ) in Diabetic Mellitus subject. In the first, round, participants were given a structuredquestionnaire regarding item of concept mapping structure and MCQ in Diabetic Mellitus subject.The second were added mean and median value of round one. In the third round were add meanand median value of round two were added. Participants were asked to rate the categorised responsesfrom Round 1 on a scale of 1 to 5, with 1 being “Very irrelevant” and 5 being “Very relevant”. Thistechnique does not require participants to meet face-to-face, thereby making it useful to conductsurveys with qualified people over a wide geographic area. The feedback process allows and encouragesthe selected Delphi participants to reassess their initial judgements about the information providedin previous iterations. Data is then analysed to check for consistency of experts’ responses betweenrounds. Instrument developed from the Delphi technique research findings is also examined forvalidation from experts in educational medical health sciences on content and constructs validity.Analysis on the consensus of data from experts was based on median, inter quartile range and quartiledeviation on Round 1, 2 and 3 data. Therefore, the Delphi technique is an appropriate method foridentifying significant issues related with academic.