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Using concept mapping to build clinical judgment skills

机译：使用概念图建立临床判断技能

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摘要

This article is a description of educational innovation that utilizes concept mapping as a teaching strategy in the development of critical thinking skills of undergraduate nursing students. A concept mapping rubric was designed using Tanner's Clinical Judgment Model to guide students (n = 8) in the construction of clinical cases for the development of appropriate clinical judgment skills. Each student evaluated the concept mapping exercise and provided feedback regarding the rubric, their understanding of the clinical situation, and the development of clinical judgment skills. The students expressed that the concept mapping activity and rubric lead them to make better clinical decisions and increased clinical judgment skills. Content analysis is the research method used to make inferences from qualitative data, with the purpose of providing new insights and clinical knowledge regarding this teaching strategy. Future recommendations for the use of this teaching strategy include shortening the wording and descriptions for each stage of evaluation to promote ease of use for the student in the growth of critical thinking skills.
机译：本文是对教育创新的描述，该教育利用概念图作为教学策略来发展护理学本科生的批判性思维技能。使用Tanner的临床判断模型设计了概念映射表，以指导学生（n = 8）构建临床病例，以发展适当的临床判断技巧。每位学生评估了概念图练习，并提供了有关评分，对临床情况的了解以及临床判断技能发展的反馈。学生们表示，概念图活动和专栏指导他们做出更好的临床决策并提高了临床判断能力。内容分析是用于从定性数据进行推断的研究方法，目的是提供有关此教学策略的新见解和临床知识。未来使用该教学策略的建议包括缩短评估的每个阶段的措词和说明，以提高学生批判性思维能力的易用性。

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