Concept Maps and Nursing Theory A Pedagogical Approach

College of Nursing, University of Massachusetts Dartmouth, 285 Old Westport Rd, North Dartmouth, MA 02747, USA.
Nurse educator (Impact Factor: 0.67). 05/2012; 37(3):131-5. DOI: 10.1097/NNE.0b013e31825041ba
Source: PubMed


Faculty seek to teach nursing students how to link clinical and theoretical knowledge with the intent of improving patient outcomes. The author discusses an innovative 9-week concept mapping activity as a pedagogical approach to teach nursing theory in a graduate theory course. Weekly concept map building increased student engagement and fostered theoretical thinking. Unexpectedly, this activity also benefited students through group work and its ability to enhance theory-practice knowledge.

Download full-text


Available from: Susan M Hunter Revell, Apr 14, 2015
419 Reads
    • "Concept mapping is a tool that has been demonstrated repeatedly to have a positive impact on the quality of student learning (e.g., Nesbit & Adesope, 2006; Ritchhart, Turner, & Hadar, 2009) and has been received positively within higher education (e.g., Gravett & Swart, 1997; Santhanam, Leach, & Dawson, 1998), and especially within nursing education (e.g., Lee et al., 2012; Hunter Revell, 2012; Gerdeman, Lux, & Jacko, 2013). Indeed the large number of research papers that consider varying aspects of concept mapping application to higher education require the development of suitable reviews to assist in the navigation through the appropriate literature. "

    The School science review 01/2000; 81(296):41-46.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Two broad issues that beginning graduate nursing students face are identifying a research focus and learning how to organize complex information. Developing a mind map is 1 strategy to help students clarify their thinking and lay the foundation for in-depth expertise related to their research focus, review of the literature, and conceptual framework. The authors discuss their use of mind mapping combined with feedback using a fishbowl technique.
    Nurse educator 11/2013; 38(6):252-255. DOI:10.1097/01.NNE.0000435264.15495.51 · 0.67 Impact Factor
  • [Show abstract] [Hide abstract]
    ABSTRACT: This article aims to reexamine conclusions drawn by recent analyses of the literature on concept mapping as an educational tool by considering the wider literature on curriculum development. This is with the aim of enhancing the application of concept mapping to higher education. As part of an iterative review process, issues raised by previous analyses are reconsidered with reference to educational research papers that were not considered previously. A greater consideration of the context for learning provides alternatives to some of the assumptions that underpin the discipline-specific concept mapping literature. The methodological shortcomings in the literature on concept mapping revealed by earlier reviews are reevaluated to support reflection on how the tool may be profitably used and also how such reviews may be conducted to better inform practice. This article offers enhanced guidance on the contextualisation of concept mapping and recommendations for its future use in higher education.
    The Journal of Continuing Higher Education 03/2014; 62(1):39-49. DOI:10.1080/07377363.2014.872011
Show more