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.

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Available from: Susan M Hunter Revell, Apr 14, 2015
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    • "Both groups were homogeneous in the factor 'Constructing knowledge' , which has reported no significant increase in the postintervention phase: the factor measures the cognitive disposition to build knowledge in an active and autonomous manner, which is mainly improved by the adoption of conceptual maps (Cadorin et al., 2013). Possibly, more time is needed to affect this factor, which involves the deep structure of the learning process, and the ways that new information is connected with what has already been learned (Hunter Revell, 2012). Analysing the groups, while a significant increase in the treatment group was observed in several factors ('Awareness', 'Attitudes', 'Motivation' , 'Learning Strategies', 'Learning Methods', 'Learning Activities', and 'Interpersonal Skill'), in the control group only two factors have reported a significant increase in scores ('Awareness' and 'Learning Strategies'). "
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    ABSTRACT: In accordance with Knowles's theory, self-directed learning (SDL) may be improved with tutorial strategies focused on guided reflection and critical analysis of the learning process. No evidence on effects on SDL abilities of different tutorial strategies offered to nursing students during the 1st clinical experience is available. To evaluate the effect of different tutorial strategies offered to nursing students on their SDL abilities. A pre-post intervention non-equivalent control group design was adopted in 2013. For the treatment group, structured and intensive tutorial interventions including different strategies such as briefing, debriefing, peer support, Socratic questioning, performed by university tutors were offered during the 1st clinical experience; for the control group, unstructured and non-intensive tutorial strategies were instead offered. Two Bachelor of Nursing Degree. Students awaiting their clinical experience (n=238) were the target sample. Those students who have completed the pre- and the post-intervention evaluation (201; 84.4%) were included in the analysis. SDL abilities were measured with the SRSSDL_ITA (Self Rating Scale of Self Directed Learning-Italian Version). A multiple linear regression analysis was developed to explore the predictive effect of individual, contextual and intervention variables. Three main factors explained the 36.8% of the adjusted variance in SDL scores have emerged: a) having received a lower clinical nurse-to-student supervision (B 9.086, β 2.874), b) having received higher level and structured tutorial intervention by university tutors (B 8.011, β 2.741), and c) having reported higher SDL scores at the baseline (B .550, β .556). A lower clinical nurse-to-student ratio (1:4), accompanied by unstructured and non-intensive tutorial intervention adopted by university tutors, seemed to be equivalent to an intensive clinical supervision (1:1) accompanied by higher level and structured tutorial strategies activated by the university tutors. Copyright © 2015 Elsevier Ltd. All rights reserved.
    Full-text · Article · Feb 2015 · Nurse Education Today
    • "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. "

    No preview · Article · Jan 2000 · The School science review
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    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.
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