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Teaching concept analysis to graduate nursing students

机译：教学概念分析毕业生护理学生

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Abstract Aim To provide guidance to educators who use the Wilson (1963) concept analysis method, as modified by Walker and Avant (2011), in their graduate nursing curriculum Background While graduate nursing curricula often include a concept analysis assignment, there is a paucity of literature to assist educators in guiding students through this challenging process. Design This article details one way for educators to assist graduate nursing students in learning how to undertake each step of the Wilson (1963) concept analysis method, as modified by Walker and Avant (2011). Data Source Wilson (1963) concept analysis method, as modified by Walker and Avant (2011). Results Using examples, this article walks the reader through the Walker and Avant (2011) concept analysis process and addresses those issues commonly encountered by educators during this process. Conclusion This article presented one way of walking students through a Walker and Avant (2011) concept analysis. Having clear information about the steps involved in developing a concept analysis will make it easier for educators to incorporate it into their graduate nursing curriculum and to effectively guide students on their journey through this process.
机译：摘要旨在为使用威尔逊（1963）概念分析方法的教育工作者提供指导，如Walker和Avant（2011）的修改，在他们的毕业生护理课程背景中，同时毕业生护理课程通常包括概念分析分配，有一种缺乏通过这一具有挑战性的过程帮助教育工作者的文献。设计本文详细介绍了教育工作者，以协助毕业生护理学生学习如何承接威尔逊（1963）概念分析方法的每一步，由Walker和Avant（2011）修改。数据源Wilson（1963）概念分析方法，由Walker和Avant修改（2011）。结果使用示例，本文通过沃克和前瞻性（2011）概念分析过程，并在此过程中解决教育工作者通常遇到的问题。结论本文通过沃克和前瞻性（2011）概念分析提出了一种行走学生。有关于开发概念分析所涉及的步骤的清晰信息将使教育工作者更容易将其纳入其毕业生护理课程，并有效地指导学生通过此过程的旅程。

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