Objective:

To know the experiences of nursing senior students using care conceptual maps, and the contribution of this pedagogy to the development of their clinical judgement.

Method:

This is a qualitatively approached case study in which nursing students generated a care conceptual map using the Map Tools® software. After the corresponding informed consents,11 students participated in 2 focus groups in order to share their experiences. A thematic analysis was carried out, and diverse emerging categories were distinguished.

Results:

Participants refer that the conceptual map allowed them to develop a clinical judgement through four stages: to become aware, to interpret, to respond, and to reflect on the corresponding care. Some students stated having had some difficulties with the software.

Conclusions:

The activity of creating a conceptual map was positively valued by the students.