Background: Concept mapping as a powerful instructional tool used in numerous health care professional program as medical, nursing, and pharmaceutical education to foster critical thinking and clinical reasoning that improve competency of students in in-terprets situation and enable them to provide optimal comprehensive care. Aim: This study was conducted to evaluate the effect of concept mapping training on the perfor-mance of the undergraduate nursing students. Design: A quasi-experimental design with pre-post assessment was used to achieve the aim of the current study. Sample and Setting: Random sample of 70 undergraduate nursing students divided into four groups: Medical-Surgical Nursing Labs, College of Nursing and Beni Suef University Hospital in Beni-Suef city, Egypt and General Hail Hospital and King Khalid Hospital departments, Hail city KSA. Sampling technique: students were consecutively recruited in the study sample ac-cording to the eligibility criteria. Tools: The researchers prepared an interview form in-cluding five sections: I- Questionnaire to assess socio-demographic characteristics of studied undergraduate nursing students. II- Questionnaire to asses students’ knowledge about concept mapping. III- Questionnaire to asses concept map of studied nursing stu-dents regarding case study rubric.IV- Questionnaire to assess studied undergraduate nursing students regarding problem solving skills. V- Questionnaire to asses Attitude “Likert scale”. The main results of the present study: the study results revealed that there were statistical significant correlation among total knowledge and case study, problem solving, students’ attitude. Conclusion: it can be concluded that there were statistical sig-nificant improvements among undergraduate nursing students’ knowledge about concept mapping after application in the clinical settings. In addition, there were significant im-provement in the students’ simulation case study rubric, problem solving skills and stu-dents’ attitude after application of concept map in the clinical settings. Recommenda-tions: concept mapping is necessary to use in clinical setting especially nursing faculties as efficient educational method to enhance problem-solving skills. The students in the clinical areas can train using the concept mapping as learning strategy in the clinical set-tings for greater number of students in the faculties, the teacher nurse about how to use concept mapping for plan the nursing care. Key Words: Concept map, undergraduate nursing students, performance in Clinical area