The Delphi technique is a widely used and accepted method to obtain consensus among the
experts. This technique uses a judgement to prove the accuracy of the content item when evaluating
instrument. The objective of this study is to discuss the process of the three rounds Delphi technique
to obtain consensus of concept mapping care plan and multiple choice questions (MCQ) in Diabetic
Mellitus subject. In the first round, participants were given a structured questionnaire regarding item
of concept mapping care plan and MCQ in Diabetic Mellitus subject. In the second round, the mean
and median values of round one were added. In the third round, the mean and median values of round
two were added. Participants were asked to rate the categorised responses from Round 1 on a scale of
1 to 5, with 1 being “Very Irrelevant” and 5 being “Very Relevant”. This technique does not require
that participants be collocated or meet face-to-face, thereby making it useful to conduct surveys
with qualified people over a wide geographic area. The feedback process allows and encourages the
selected Delphi participants to reassess their initial judgements about the information provided in
previous iterations. The analysis of consensus data of the experts was done based on median, inter
quartile range and quartile deviation on round one, two and three data. The median score was used to
analyse the level of consensus of experts and result shows that in all three rounds Delphi the medium
result more than 4. It reported that level of importance of the statements were high. As a conclusion,
the concept mapping care plan and MCQ have meets the consensus by using three rounds of Delphi
techniques. Therefore, the Delphi technique is the best method to obtain consensus in health care
education research.
Introduction: Concept mapping is an innovative teaching learning strategy for students who have
the ability to develop concept maps. A planned and well-developed concept mapping protocol is
needed, so that nursing educators have a teaching guideline, enabling them to improve their teaching
techniques through concept mapping. Therefore, the researcher seeks to develop and validate the
impact of the Rusnani Concept Mapping (RCM) protocol guideline for application among nursing
students. Objectives: To develop, validate, and test the reliability of the RCM protocol guideline.
Methods: The development of RCM based on Mohd Afifi Learning model (MoAFF), ADDIE model
and integrating with Kemp model. This model protocol has five phases: analysis, design, development,
implementation and evaluation. The validity of the protocol was determined based on content and
face validity and the Delphi technique. The content validity of this lesson plan was established through
expert review, involving seven expert panels. Results: After obtaining feedback from the expert panel,
the researcher analysed content validity, using a formula based on percentages. This formula suggested
that good content validity is indicated by a percentage of content validity achievement greater than
70%, whereas if the percentage of content validity is below 70%, it is advisable to recheck the content,
according to the study objective. Conclusion: The reliability of the protocol was 0.816, showing that
the RCM protocol has high reliability and validity. RCM is thus a positive and innovative teaching
method that could be helpful in improving the academic performance of nursing students.