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Van Rensburg GH, Botma Y, Roets L. Educators' ability to use concept mapping as a tool to facilitate meaningful learning. Contemp Nurse 2023; 59:238-248. [PMID: 37312540 DOI: 10.1080/10376178.2023.2223714] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2021] [Accepted: 06/06/2023] [Indexed: 06/15/2023]
Abstract
Background: Meaningful learning is enhanced when concepts are visually differentiated, linked to or nested under other concepts, resulting in integrative reconciliation of knowledge and understanding. Competence in using concept mapping as a strategy to support students towards meaningful learning, is essential.Aim: The aim of the study was to describe the nature of the concept maps drawn by educators after a symposium on concept maps to transfer educational knowledge to the classroom.Design: A quantitative descriptive cross-sectional design was used to explore the nature of concept maps drawn by educators after having attended a workshop on concept mapping.Methods: The authors developed a checklist based on the principles of a good concept map to assess and describe to what extent the concept maps drawn by the participants, aligned with general principles on creating a concept map appropriate to enhance meaningful learning. During a symposium, participants were introduced to the advantages, principles and requirements for concept mapping. Sixty-two (62; 100%) participants drew concept maps. Using a checklist based on the principles of good concept mapping, we assessed concept maps from 22 (35.4%) volunteers to explore the extent to which the concept maps aligned with general principles necessary to enhance meaningful learning.Results: Criteria for a good concept map include the graphical presentation and establishing relationships between these concepts. The network-style concept map was used by the majority (68%) of the participants. Only 9% used the spoke concept map. The graphical presentation of concepts and the relationships between these was limited. Only 41% of the maps were understandable, while 36% made sense in the context of the chosen topic.Conclusions: Well-designed concept maps can add value to and improve educator teaching and student learning. Not all educators in this study understood what a good concept map is. Visualisation offered by concept maps assist in recognising how new knowledge can link with, and build on, existing knowledge.
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Affiliation(s)
| | - Yvonne Botma
- School of Nursing, University of the Free State, Bloemfontein, South Africa
| | - Lizeth Roets
- Department of Health Studies, UNISA, Pretoria, South Africa
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Torre D, German D, Daley B, Taylor D. Concept mapping: An aid to teaching and learning: AMEE Guide No. 157. MEDICAL TEACHER 2023; 45:455-463. [PMID: 36862077 DOI: 10.1080/0142159x.2023.2182176] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
Concept maps are graphic representations that learners draw to depict their understanding of the meaning of a set of concepts. Concept maps can be a useful learning strategy in medical education. The purpose of this guide is to provide an understanding of the theoretical basis and instructional use of concept mapping in health professions education. The guide describes the key elements of a concept map and underscores the critical components of the implementation process, from the introduction of the activity to the use of different mapping techniques, based on purpose and context. This guide also examines the learning opportunities offered by collaborative concept mapping, including co-construction of knowledge, and provides suggestions for the use of concept mapping as an assessment for learning. Implications for the use of concept mapping as a tool for remediation are mentioned. Finally, the guide describes some of the challenges related to the implementation of this strategy.
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Affiliation(s)
- Dario Torre
- College of Medicine, University of Central Florida, FL, USA
| | - Deborah German
- College of Medicine, University of Central Florida, FL, USA
| | - Barbara Daley
- Department of Adult and Continuing Education, University of Wisconsin, Milwaukee, WI, USA
| | - David Taylor
- Department of Health Profession Education, Gulf Medical University, Ajman, United Arab Emirates
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Concept Mapping in Simulation within Nursing Education: A Scoping Review Protocol. NURSING REPORTS 2023; 13:109-113. [PMID: 36648985 PMCID: PMC9844465 DOI: 10.3390/nursrep13010011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2022] [Revised: 12/23/2022] [Accepted: 01/09/2023] [Indexed: 01/18/2023] Open
Abstract
BACKGROUND Simulation has been found to enhance nursing student knowledge and confidence, as well as to improve clinical performance. The use of concept maps during simulation has been found to play a key role in student learning. There is a need to understand what is known to date about the use of concept mapping in simulation within nursing education. This will help determine the most effective ways to use concept mapping in simulation to foster learning in nursing students. Scoping review question: What is known about the context, processes, and outcomes of concept mapping in simulation within nursing education? METHODS The scoping review will be conducted in accordance with JBI methodology for scoping reviews and will search the following databases: MEDLINE, CINAHL, PsycMED, EMBASE, and ERIC. This review will consider studies that explore the use of concept mapping in simulation within undergraduate nursing education and will include studies that have used qualitative, quantitative, and mixed methods, as well as literature reviews. Editorials, commentaries, and gray literature will be excluded. Studies published from 1992 onward will be included. The data extracted will include details about the participants, how concept mapping was used within simulation, methods, key findings, and research gaps.
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Choi H, Tak SH. Nurses’ behavioral intention in using virtual clinical simulation training: By structural equation modeling. Nurse Educ Pract 2022; 65:103492. [DOI: 10.1016/j.nepr.2022.103492] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2022] [Revised: 10/02/2022] [Accepted: 10/26/2022] [Indexed: 11/06/2022]
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LOIZOU STELLA, Nicolaou N, Pincus BA, Papageorgiou A, McCrorie P. Concept maps as a novel assessment tool in medical education. MEDEDPUBLISH 2022. [DOI: 10.12688/mep.19036.3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Background: Concept Maps (CMs) have been used in a Problem-Based Learning (PBL) setting as complementary tools to current educational techniques for enhancing medical student knowledge and critical thinking. We conducted a pilot study that used CMs in a PBL-setting to introduce a measure from the field of graph theory and investigate its usefulness as a means of CM quantitative quality assessment. Methods: Participants were first-year medical students with no or minor prior CM experience. All participants completed questionnaires (demographic information and assessment of learning style) to establish a baseline measure against which the change in clinical and critical thinking was assessed. They were asked to prepare CMs for three PBL cases, and following the submission of the CMs they completed semi-structured critical and clinical thinking questionnaires. A clinical expert also created corresponding “benchmark” CMs for comparison. Qualitative (Wordclouds) and quantitative (graph theory) analysis provided a summary of the key concepts and quantified the CM quality respectively, compared to the “benchmark” CMs. Results: It was found that graph-theoretical measures (graph density, modularity) were suitable for distinguishing between CMs that captured more in-depth knowledge, compared to CMs that contained simpler associations. Questionnaires also revealed that CMs helped students recall information, organize material in a concise manner, prepare better for their PBL session and provided a good revision tool. Conclusions: We have shown that a graph-theoretical approach to quantitative CM assessment is feasible using measures such as graph density and modularity.
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Effect of hemovigilance education on nursing students’ knowledge: the application of a conceptual map. FRONTIERS OF NURSING 2022. [DOI: 10.2478/fon-2022-0037] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/29/2022] Open
Abstract
Abstract
Objective
Given the importance of having knowledge on the hemovigilance process in nursing care, the present study was conducted to investigate the effect of the hemovigilance education on nursing students’ knowledge using a conceptual map. The current research was a semi-experimental study.
Methods
The samples consisted of 60 nursing students who were selected based on the inclusion criteria using the census sampling method. Thereafter, these participants were randomly assigned into the two groups: experimental and control groups. The required data were collected before, immediately after, and 1 month after the education using the hemovigilance knowledge questionnaire. Accordingly, the validity of this questionnaire was confirmed, and its reliability using the Cronbach's alpha coefficient was reported as 0.83. The education process was conducted during a 4-week period. Thereafter, the collected data were analyzed using descriptive and inferential statistics by SPSS v25.
Results
The results reveal that a significant difference existed between the knowledge scores of students in the experimental group compared with that of the control group during different times (including before, immediately after, and 1 month after the education) (P < 0.0001). Of note, hemovigilance education had a significant effect on the students’ knowledge (P < 0.0001).
Conclusions
Due to the effect of the hemovigilance education on the students’ knowledge and by applying the conceptual map in the easy transfer of the educational concepts, it is recommended that the results of the present study be used to strengthen the theoretical and clinical education of nursing students.
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LOIZOU STELLA, Nicolaou N, Pincus BA, Papageorgiou A, McCrorie P. Concept maps as a novel assessment tool in medical education. MEDEDPUBLISH 2022. [DOI: 10.12688/mep.19036.2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Background: We conducted a pilot study to investigate the use of Concept Maps (CMs) in a Problem-Based Learning (PBL) setting as a complementary tool to current educational techniques for enhancing medical student knowledge and critical thinking. The main focus of the pilot was to introduce a measure from the field of graph theory and investigate its usefulness as a means of CM quantitative quality assessment. Methods: Participants were first-year medical students with no or minor prior CM experience. All participants completed questionnaires (demographic information and assessment of learning style) to establish a baseline measure against which the change in clinical and critical thinking was assessed. They were asked to prepare CMs for three PBL cases, and following the submission of the CMs they completed semi-structured critical and clinical thinking questionnaires. A clinical expert also created corresponding “benchmark” CMs for comparison. Qualitative (Wordclouds) and quantitative (graph theory) analysis provided a summary of the key concepts and quantified the CM quality respectively, compared to the “benchmark” CMs. Results: Questionnaires revealed that CMs helped students recall information, organize material in a concise manner, prepare better for their PBL session and provided a good revision tool. It was also found that graph-theoretical measures (graph density, modularity) were suitable for distinguishing between CMs that captured more in-depth knowledge, compared to CMs that contained simpler associations. Conclusions: We have shown that it is possible to quantify CM quality using graph-theoretical measures, such as graph density and modularity.
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Butler AM, Strouse SM. An Integrative Review of Incivility in Nursing Education. J Nurs Educ 2022; 61:173-178. [PMID: 35384766 DOI: 10.3928/01484834-20220209-01] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
BACKGROUND Incivility is a persistent problem in nursing education, with research documenting this phenomenon for more than 40 years. Left unaddressed, incivility persists as nursing students enter the profession, influencing patient outcomes. This integrative review describes the current literature on incivility in nursing education. Concept mapping of this integrative review revealed many facets and participants in this ongoing problem. METHOD Torraco's method guided this integrative review. Databases searched included Cumulative Index to Nursing and Allied Health Literature, ProQuest, and PubMed for research studies. RESULTS Twenty-four research studies were identified for inclusion in this integrative review. CONCLUSION Incivility in nursing education is well documented in the research literature. Intervention studies mainly focused on changing the behaviors of students without considering the way in which faculty contribute to the problem of incivility. Concept mapping assisted in identifying commonalities in uncivil behaviors experienced by students and faculty. Future interventions may focus on un-civil behaviors demonstrated by both groups. [J Nurs Educ. 2022;61(4):173-178.].
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LOIZOU STELLA, Nicolaou N, Pincus BA, Papageorgiou A, McCrorie P. Concept maps as a novel assessment tool in medical education. MEDEDPUBLISH 2022. [DOI: 10.12688/mep.19036.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Background: We conducted a pilot study to investigate the use of Concept Maps (CMs) in a Problem-Based Learning (PBL) setting as a complementary tool to current educational techniques for enhancing medical student knowledge and critical thinking. We also introduced a measure from the field of graph theory as an objective means of CM quality assessment. Methods: Participants were first-year medical students with no or minor prior CM experience. All participants completed questionnaires (demographic information and assessment of learning style) to establish a baseline measure against which the change in clinical and critical thinking was assessed. They were asked to prepare CMs for three PBL cases, and following the submission of the CMs they completed semi-structured critical and clinical thinking questionnaires. A clinical expert also created corresponding “benchmark” CMs for comparison. Qualitative (Wordclouds) and quantitative (graph theory) analysis provided a summary of the key concepts and quantified the CM quality respectively, compared to the “benchmark” CMs. Results: Questionnaires revealed that CMs helped students recall information, organize material in a concise manner, prepare better for their PBL session and provided a good revision tool. It was also found that graph-theoretical measures (graph density, modularity) were suitable for objectively distinguishing between CMs that captured more in-depth knowledge, compared to CMs that contained simpler associations. Conclusions: We have shown that it is possible to quantify CM quality using graph-theoretical measures, such as graph density and modularity.
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Graham KD, Steel A, Wardle J. Embracing the Complexity of Primary Health Care: System-Based Tools and Strategies for Researching the Case Management Process. J Multidiscip Healthc 2021; 14:2817-2826. [PMID: 34934325 PMCID: PMC8678537 DOI: 10.2147/jmdh.s327260] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2021] [Accepted: 08/31/2021] [Indexed: 12/02/2022] Open
Abstract
The provision of health care is frequently a complex process, and favourable clinical outcomes are dependent on the effective management of this complexity. Contemporary medicine and health care practices that are biomedically aligned have been informed by a reductionist paradigm, potentially creating a misalignment between health care and the human organism as a complex adaptive system. Complexity science is increasingly gaining momentum within the academic literature and is being employed across a wide range of scientific disciplines, although this is less evident in medicine. Limited evidence was found within the literature of a complexity science framework being used to explore and inform individual health care practices; in this paper, this gap will be explored through consideration of the use of strategies and tools (specifically mind maps, computer-generated network mappings, exploratory data analysis, and computer-derived network analysis) which are congruent with a complexity science framework. This information may be useful to researchers investigating health care provision and to clinicians wishing to incorporate a complexity sensibility within their practice. ![]()
Point your SmartPhone at the code above. If you have a QR code reader, the video abstract will appear. Or use: https://youtu.be/8HBU6dBY53s
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Affiliation(s)
- Kim D Graham
- Australian Research Centre in Complementary and Integrative Medicine, Faculty of Health, University of Technology, Sydney, NSW, 2007, Australia
| | - Amie Steel
- Australian Research Centre in Complementary and Integrative Medicine, Faculty of Health, University of Technology, Sydney, NSW, 2007, Australia
| | - Jon Wardle
- National Centre for Naturopathic Medicine, Southern Cross University, Lismore, NSW, 2480, Australia
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Eisenmann N. An Innovative Clinical Concept Map to Promote Clinical Judgment in Nursing Students. J Nurs Educ 2021; 60:143-149. [PMID: 33657231 DOI: 10.3928/01484834-20210222-04] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2020] [Accepted: 09/01/2020] [Indexed: 11/20/2022]
Abstract
BACKGROUND Clinical judgment is an essential component of nursing education and a necessary skill for entry-level nurses. The use of traditional concept maps may not encourage adequate clinical judgment skills in nursing students. METHOD Using the current NCLEX test plan, the National Council of State Boards of Nursing clinical judgment model, and the theoretical frameworks of Benner, Tanner, and Caputi, a new approach to concept mapping was developed. RESULTS Student feedback is positive, pointing to increased ability to prioritize nursing care and simplifying a significant amount of complex information and improved critical thinking and clinical judgment. CONCLUSION This clinical concept map increases clinical judgment by assimilating and analyzing clinical information and integrating it into the nursing process. All components are on one sheet of paper, providing students with a succinct, global picture of nursing care. [J Nurs Educ. 2021;60(3):143-149.].
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Masror Roudsari D, Feizi S, Maghsudlu M. Nurses' hemovigilance knowledge and performance after teach-back, concept map, and lecture: A quasi-experimental study. Heliyon 2021; 7:e05982. [PMID: 33506134 PMCID: PMC7814151 DOI: 10.1016/j.heliyon.2021.e05982] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2020] [Revised: 09/02/2020] [Accepted: 01/11/2021] [Indexed: 11/09/2022] Open
Abstract
Objectives This study aimed to compare the effects of teaching by three methods of teach-back, concept map, and lecture on knowledge and performance of nurses in hemovigilance process. Methods This quasi-experimental study was performed on 108 Iranian nurses. In the lecture group, the educational intervention was conducted during a 4-hour session; and in the concept map and teach-back groups, it was performed in two 2-hour sessions. The nurses’ knowledge and performance were measured by “routine blood transfusion knowledge questionnaire (RBTKQ)” and “self-reporting performance-evaluator questionnaire”. Results After the interventions, knowledge was significantly higher in the teach-back and the concept map groups compared to the lecture group (p = 0.001), but the performance in the lecture group was higher than the other two groups (p = 0.01). No statistically significant differences were found between teach-back and concept map groups. Conclusion Teach-back and concept map methods were effective in improving the nurses’ hemovigilance knowledge, while the lecture was associated with a significant increase in their performance. Therefore, integrating the hemovigilance teaching methods is suggested.
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Affiliation(s)
- Daryadokht Masror Roudsari
- Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran
| | - Shahoo Feizi
- Student Research Committee, Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran
| | - Mahtab Maghsudlu
- Blood Transfusion Research Center, High Institute for Research and Education in Transfusion Medicine, Tehran, Iran
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Hundial H. The Safe Care Framework™: A practical tool for critical thinking. Nurse Educ Pract 2020; 48:102852. [PMID: 32987341 DOI: 10.1016/j.nepr.2020.102852] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2019] [Revised: 07/22/2020] [Accepted: 07/28/2020] [Indexed: 11/25/2022]
Abstract
Safe, effective and ethical clinical decision-making in nursing depends on critical thinking, yet there is no consensus on the educational strategies that are most effective in developing and refining this foundational skill. A qualitative inquiry among graduating Bachelor of Science in Nursing students sought to determine whether one such educational strategy, an operationalized critical thinking framework, would assist nursing students to better understand acute care patients' complex profiles. The Safe Care Framework™, consisting of the 'Concept Map Template' and the 'Priority Setting Tool Template', was developed using a constructivist pedagogical approach. The framework illustrates and operationalizes the systematic critical thinking processes that expert nurses use to provide safe, comprehensive care. Thematic analysis of qualitative survey results revealed the following three main themes; (1) greater organization and understanding of patient data; (2) guiding of assessments and priorities of care; (3) better communication with others, and several subthemes. Thus, the Safe Care Framework™ may be a practical operational tool that can support novice nurses in developing critical thinking skills. This framework adds to the literature on innovative pedagogy for nurse educators.
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Affiliation(s)
- Hirpal Hundial
- Vancouver Community College, 1155 East Broadway, Vancouver, B.C, V5T 4V5, Canada.
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Amaniyan S, Pouyesh V, Bashiri Y, Snelgrove S, Vaismoradi M. Comparison of the Conceptual Map and Traditional Lecture Methods on Students' Learning Based on the VARK Learning Style Model: A Randomized Controlled Trial. SAGE Open Nurs 2020; 6:2377960820940550. [PMID: 33415293 PMCID: PMC7774380 DOI: 10.1177/2377960820940550] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2020] [Revised: 05/21/2020] [Accepted: 06/14/2020] [Indexed: 11/17/2022] Open
Abstract
Developing skills and knowledge in nursing education remains a considerable
challenge. Nurse instructors need to be aware of students’ learning styles so as
to meet students’ individual learning preferences and optimize knowledge and
understanding. The aim of this study was to compare the effects of the
conceptual map and the traditional lecture methods on students’ learning based
on the VARK learning styles model. In this randomized controlled trial, 160
students from nursing, nurse anesthetics, and midwifery disciplines with four
different learning styles of visual, auditory, reading/writing, and kinesthetic
were selected using the convenience sampling method. Participants were randomly
assigned to the intervention (conceptual map method) or control (traditional
lecture method) groups. A medical-surgical nursing course was taught to the
students in both groups over 6 weeks. Data collection tools consisted of the
VARK questionnaire and pre- and postassessments. Data were analyzed using
descriptive and inferential statistics via the SPSS software. Teaching using the
conceptual map method had different effects on the students’ learning outcomes
based on their learning styles. The conceptual map method had a statistically
significant impact on the students’ learning in the intervention group compared
with the control group in the students with a visual learning style
(p = .036). No statistically significant differences were
reported between the groups in other three learning styles. Nurse instructors
should assess students’ learning styles based on the VARK model before the
application of a particular teaching method to improve the quality of nursing
education and facilitate deeper learning.
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Affiliation(s)
- Sara Amaniyan
- Student Research Center, Semnan University of Medical Sciences, Iran
| | - Vahideh Pouyesh
- Faculty of Nursing and Midwifery, Iranshahr University of Medical Sciences, Iran
| | - Yousef Bashiri
- Department of Biostatistics, School of Allied Medical Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Sherrill Snelgrove
- Department of Public Health, Policy and Social Sciences, Swansea University, UK
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Khrais H, Saleh AM. The Effect of Concept Mapping on Critical Thinking of Jordanian Nursing Students. Creat Nurs 2020; 26:e19-e24. [PMID: 32024744 DOI: 10.1891/1078-4535.26.1.e19] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
AIM The aim of this study was to explore the effectiveness of concept maps in improving the critical thinking of nursing students. METHOD This quasi-experimental study was conducted using a pretest-posttest design among two groups of a total of 115 nursing students. Participants were either exposed to concept mapping sessions or taught with traditional lecturing; the assessment tool was a test of critical thinking completed before and after the intervention. RESULTS The mean scores for critical thinking were higher in the group that engaged in mapping sessions compared to the traditional lecture group. CONCLUSION This study supports the usefulness of concept maps as a teaching strategy to promote development of nursing students' critical thinking abilities. These findings could provide valuable evidence for establishing concept mapping as a promising teaching strategy for nursing students.
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O'Connell KA, Kaur T. Experimental and Quasi-Experimental Studies of Teaching Methods in Nursing Education, 1972-2017. Nurs Educ Perspect 2020; 41:358-360. [PMID: 31609820 DOI: 10.1097/01.nep.0000000000000586] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Review of 145 experimental and quasi-experimental studies of teaching strategies in nursing education revealed that 52 percent were published outside the United States, 80 percent with undergraduate students. Seventy-seven percent assessed learning outcomes, and 80 percent had statistically significant findings. A surge in studies since 2010 showed no increase in methodological rigor. Two thirds had sample sizes less than 100, 77 percent were quasi-experimental, and 23 percent were one-group designs. Few authors published more than one experimental study of teaching methods. Findings underscore the need for more sophisticated methods and more funding for nursing education research.
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Affiliation(s)
- Kathleen A O'Connell
- About the Authors Kathleen A. O'Connell, PhD, RN, FAAN, is a professor, and Tresa Kaur, PhD, RN-BC, CNE, CHSE, CTN-A, is a full-time lecturer, Department of Health & Behavior Studies, Teachers College, Columbia University, New York, New York. For more information, contact Dr. O'Connell at
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Gill ME, Zhan L, Rosenberg J, Breckenridge LA. Adverse Childhood Experiences: Concept Mapping in the Bachelor of Science in Nursing Curriculum. J Nurs Educ 2019; 58:193-200. [PMID: 30943293 DOI: 10.3928/01484834-20190321-02] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/24/2018] [Accepted: 01/09/2019] [Indexed: 11/20/2022]
Abstract
BACKGROUND Adverse childhood experiences (ACEs) have deleterious effects on health across the lifespan. Educating health professionals for ACEs awareness and prevention facilitates quality care. Literature documents concept mapping as an effective teaching strategy used in health professions to stimulate learning and foster students' critical thinking. However, ACEs curricular concept mapping remains unexplored. METHOD Content analysis with manifest coding was used to identify key concepts based on faculty narratives and discussion notes about ACEs content. RESULTS Major and minor themes emerged to support the ACEs Curricular Concept Map development with direct and indirect paths to culture of health and health equity. CONCLUSIONS The ACEs Curricular Concept Map was developed to guide teaching ACEs knowledge in a Bachelor of Science in Nursing program. Future studies are needed to evaluate the impact of ACEs curricular concepts on nursing students' learning and graduates' ability to translate knowledge to practice ACEs awareness and prevention toward health equity for all. [J Nurs Educ. 2019;58(4):193-200.].
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Weierbach FM, Stanton MP. Rural Community Case Management Experience for Bachelor of Science in Nursing Students: A Focus Group Evaluation. J Nurs Educ 2018; 57:557-560. [PMID: 30148519 DOI: 10.3928/01484834-20180815-09] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2017] [Accepted: 05/01/2018] [Indexed: 11/20/2022]
Abstract
BACKGROUND This presentation concerns the evaluation of an additional clinical experience in case management for senior baccalaureate students. During their final leadership course, nursing students can elect to do an additional 80-hour precepted clinical experience focusing on case management in primary care clinics. As part of that experience, they rotate through seven nurse-managed rural primary health clinics in Tennessee. METHOD As part of the evaluation process, students and preceptors were asked to review the experiences that students had participating in the clinical. RESULTS For the most part, students were highly satisfied with the case management experience and thought it provided an additional skill set for them as they were completing their final year in nursing school and preparing to enter the nursing workforce as graduates of the Bachelor of Science in Nursing program. CONCLUSION A community case management clinical opportunity in primary care allows a community experience for students that provides them with an opportunity to witness an RN practicing to the full scope of the license. [J Nurs Educ. 2018;57(9):557-560.].
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Abstract
This article, the fifth part of the educational design series, addresses how nurse planners and nursing professional development practitioners can meet educational design process 5 in the American Nurses Credentialing Center primary accreditation criteria. This criterion corresponds with the Association for Nursing Professional Development's Nursing Professional Development: Scope and Standards of Practice. J Contin Educ Nurs. 2018;49(5):197-199.
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Instituting Evidence-Based Changes to Improve First-Time NCLEX-RN® Pass Rates. JOURNAL OF NURSING REGULATION 2018. [DOI: 10.1016/s2155-8256(18)30049-8] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Caveião C, Peres AM, Zagonel IPS, Amestoy SC, Meier MJ. Teaching-learning tendencies and strategies used in the leadership development of nurses. Rev Bras Enferm 2018; 71:1531-1539. [DOI: 10.1590/0034-7167-2017-0455] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2017] [Accepted: 11/25/2017] [Indexed: 11/22/2022] Open
Abstract
ABSTRACT Objective: To identify the tendencies and teaching-learning strategies used for leadership development in the discipline Nursing Administration in higher education institutions in Brazil. Method: Non-experimental, type survey, descriptive and exploratory, cross-sectional, with quantitative approach. Results: The dialogued lecture strategy was cited as used by 241 (91%) professors, followed by research, by 237 (89%), and discussion or group work, by 221 (83%). Strategies not used were: spiral learning, 166 (63%), and online programs, 151 (57%) professors. The strategy that presents higher tendency of use is that of online courses, 104 (39%). Conclusion: among the strategies mentioned, all are aligned with the directions given in the literature for nursing education, but these strategies and methodologies influence the formation of leader nurses differently.
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