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首页> 外文期刊>Journal of professional nursing: official journal of the American Association of Colleges of Nursing >Concept maps as an assessment tool in a nursing course.
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Concept maps as an assessment tool in a nursing course.

机译：概念地图作为护理课程中的评估工具。

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A concept map can be thought of as a scheme representing visual knowledge in the form of a hierarchical graphic network composed of nodes and links. In the complex health environment, it is very important for nursing educators to cultivate in nursing students thinking and judgment skills. Concept mapping is an instructional strategy that requires learners to identify, graphically display, and link key concepts by organizing and analyzing information. Concept maps can be successfully used to teach conceptual thinking, thus increasing students' competence in critical thinking in the modern paradigm. The purpose of this study was to implement concept mapping as a learning strategy in a nursing course and to evaluate students' learning progress through the construction of concept maps based on scenarios. Forty-three students, who had enrolled in a 2-year nursing program and took Nursing I in the fall semester of 2002, were invited to participate in this study, which was approved by the institutional research committee. Written informed consent was obtained from all the students. The class met for 4 hours, once a week, for 16 weeks. Participants were divided into seven groups, and during the course, they were required to complete six concept maps, five of which dealt with physical functions, including activity and rest, fluids and electrolytes, neuroendocrines, sensory-perception, and sexuality. The last map dealt with role functions. All the first drafts of the concept maps received low scores, but the third and following drafts made by all the teams showed improvement. The results of this study indicated that the students developed their concept maps from a linear sequence of concepts at the beginning into a highly integrated web of concepts in the final draft. In this study, despite complaints about the heavy workload and time consumption, the students acquired problem-solving and critical-thinking skills by organizing complex patient data, analyzing concept relationships, and identifying interventions.
机译：概念图可以被认为是表示由由节点和链接组成的分层图形网络形式的视觉知识的方案。在复杂的健康环境中，在护理教育者培养培养学生的思考和判断技巧非常重要。概念映射是一种教学策略，需要通过组织和分析信息来识别，图形显示和链接关键概念。概念地图可以成功地习惯于教授概念思维，从而提高学生在现代范式中的批判性思维方面的能力。本研究的目的是将概念映射作为护理课程中的学习策略，通过基于场景建设概念地图来评估学生的学习进步。已邀请在2002年秋季学期招收2年级护理计划并在2002年秋季学期进行护理的四十三名学生被邀请参加该研究，该研究由机构研究委员会批准。从所有学生获得书面知情同意书。课程召开了4个小时，每周一次，16周。参与者分为七组，在课程中，他们被要求完成六个概念地图，其中五个涉及物理功能，包括活动和休息，液体和电解质，神经内分泌，感官 - 感知和性行为。最后一张地图处理了角色函数。所有概念地图的所有第一次草案都收到了低分的分数，但所有团队所做的第三个和后续草案都表现出完善。本研究的结果表明，学生从一开始就在最终草案中的高度集成的概念网络中开发了他们的概念地图。在这项研究中，尽管投诉了繁重的工作量和时间消耗，但学生通过组织复杂的患者数据，分析概念关系和识别干预来获得问题解决和关键思维技能。

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