Student Learning With Concept Mapping of Care Plans in Community-Based Education

Hinck, Susan M.; Webb, P. Taylor; Sims-Giddens, Susan; Helton, Caroline; Hope, Kathryn L.; Utley, Rose; Savinske, Deborah; Fahey, Elizabeth M.; Yarbrough, Sue

doi:10.1016/j.profnurs.2005.12.004

Cited by 32 publications

(38 citation statements)

References 16 publications

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“…Some researchers conclude that concept mapping can be an effective method for students with a variety of learning preferences, as individual learning styles might be considered when selecting strategies to enhance learning outcomes. Hink et al [6] suggest that concept maps can move students from rote memorization to a higher level of comprehension and can facilitate the application of knowledge and skills when caring for clients with complex health needs. Abel and Freeze [7] suggests to further explore and identify best practice for effective implementation of concept mapping as a primary teaching strategy in nursing education.…”

Section: Literature Reviewmentioning

confidence: 99%

Teaching Students Concept Mapping to Enhance Critical Thinking in a Mental Health Nursing Course

Garwood¹,

Hammoud²

2017

J Comm Pub Health Nurs

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Aim: The purpose of this study was to explore the level of critical thinking of millennial nursing students enrolled in a mental health nursing course by using a constructivist approach and utilizing concept mapping as a teaching and learning tool.Background: Nursing education should keep in pace with the advances in technology and changes in healthcare. Faculty should consider the diverse learning needs of their students when planning courses and clinical experiences. As evidence-based practice guides health care, so should it guide nursing educators when selecting teaching and learning activities. Educators might be wise to consider strategies which are proven to adequately prepare students to be safe and effective entry-level nurses.

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Section: Literature Reviewmentioning

confidence: 99%

Teaching Students Concept Mapping to Enhance Critical Thinking in a Mental Health Nursing Course

Garwood¹,

Hammoud²

2017

J Comm Pub Health Nurs

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“…She called these maps clinical correlation maps, meaning they were concept maps in a clinical setting. In a quasi-experimental pretest-posttest design study with junior-level baccalaureate nursing students, Hinck et al (2006) found that concept maps significantly improved students' ability to see patterns and relationships, along with improvements in planning and evaluating nursing care. Overall, these studies and scholarly writings indicated that concept maps were a viable alternative to traditional care plans.…”

Section: Expansion and Adaptation (2000-2010)mentioning

confidence: 99%

Concept Maps in Nursing Education: A Historical Literature Review and Research Directions

Daley¹,

Morgan²,

Black³

2016

J Nurs Educ

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Background: Although concept mapping was created in the early 1980s, research in nursing education first appeared in 1992. This literature review analyzes the impact of concept mapping in nursing education. Method: A total of 221 articles, books, and book chapters were reviewed on the topic of concept mapping in nursing education. Results: Results indicate that concept-mapping research progressed from the emergence state, to an expansion and adaptation stage, to an established stage. Conclusion: Nursing education could benefit from further research on applying concept map scoring formulas, using concept maps with simulation, developing knowledge models, and creating concept map–centered learning environments. [ J Nurs Educ. 2016;55(11):631–639.]

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“…Initialement proposées par leurs concepteurs, Novak et Gowin, comme aide à la planification des enseignements, cet usage premier des CC a récemment été transféré en sciences infirmières : planification et évaluation de démarches de soins primaires par des étudiants infirmiers [43] , modélisation de plan de soins infirmiers [44] , planification de cours et objectifs en santé publique [45] .…”

Section: Aide à La Planificationunclassified

Formation au raisonnement clinique : perspectives d’utilisation des cartes conceptuelles

Demeester¹,

Vanpee

Eymard³

2010

Pédagogie Médicale

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Manuscrit reçu le 31 juillet 2009 ; commentaires éditoriaux formulés aux auteurs le 22 février 2010 ; accepté pour publication le 16 juillet 2010Mots clés : Raisonnement clinique ; cartes conceptuelles ; organisation des connaissances ; formation en sciences de la santé Résumé -Contexte : Le raisonnement clinique développé par les professionnels de santé est une manifestation de leur compétence à résoudre les problèmes posés par les patients. La littérature fait état d'un certain nombre de recommandations permettant aux formateurs en sciences de la santé d'adopter des stratégies pédagogiques pour faciliter l'apprentissage du raisonnement clinique et développer son évaluation. Ces enseignants cliniciens doivent être capables d'expliciter aux apprenants leurs connaissances et leurs actions, de rendre visible et accessible le cheminement et le produit de leurs processus mentaux. Ils doivent également être capables d'identifier, chez les étudiants, les connaissances mobilisées et leurs mises en lien, la nature et le résultat des processus inférentiels mis en oeuvre. Les cartes conceptuelles possèdent des propriétés susceptibles d'aider les formateurs dans ces tâches ; cependant une recherche bibliographique avancée ne révèle pas leur utilisation dans la formation au raisonnement clinique, alors qu'elles sont par ailleurs utilisées en sciences de la santé, notamment en éducation thérapeutique, pour mettre au jour les connaissances et représentations. Objectifs : Identifier l'utilisation actuelle des cartes conceptuelles en sciences de la santé ; repérer leur potentiel d'utilisation pour l'enseignement du raisonnement clinique. Méthode : Revue critique de la littérature et appel à contribution de chercheurs. Résultats : Aucune étude n'a jusqu'ici associé raisonnement clinique et cartes conceptuelles, mais de récentes publications et des travaux portent un intérêt croissant pour la construction de cartes en tant que stratégie d'apprentissage dans l'exploration de la structure des connaissances, la résolution de problème, et le développement d'une pratique réflexive. Conclusion : Cette étude bibliographique montre le potentiel des cartes conceptuelles pour l'apprentissage du raisonnement clinique et ouvre des pistes de recherche. concept mapping; knowledge organization; health sciences education for clinical reasoning acquisition and assessment, which may lead clinical teachers to develop their own pedagogical strategy. Clinical teachers must be able to make their own knowledge and actions understood explicitly as well as their thought process and results clear and accessible. They must also be able to identify students' depth of knowledge, links interconnecting knowledge, the nature of their inference process and its results. Concept mapping as a tool may help clinical teachers in these tasks. However in-depth bibliographic research shows concept mapping has not been often used in clinical teaching up to now. Purpose: To identify the use of concept mapping and its limits. To show compatibility between concept mapping a...

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Student Learning With Concept Mapping of Care Plans in Community-Based Education

Cited by 32 publications

References 16 publications

Teaching Students Concept Mapping to Enhance Critical Thinking in a Mental Health Nursing Course

Teaching Students Concept Mapping to Enhance Critical Thinking in a Mental Health Nursing Course

Concept Maps in Nursing Education: A Historical Literature Review and Research Directions

Formation au raisonnement clinique : perspectives d’utilisation des cartes conceptuelles

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