Concept Maps as an Assessment Tool in a Nursing Course

Hsu, Li‐Ling; Hsieh, Suh-Ing

doi:10.1016/j.profnurs.2005.04.006

Cited by 74 publications

(68 citation statements)

References 30 publications

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“…[22] All of these studies confirmed that concept mapping is superior to conventional methods in enhancing students' learning in the cognitive domain. However the current finding is inconsistent with Hsu, [23] who found that although concept mapping had some positive effects on learning, the effect was not statistically significant.…”

Section: Discussioncontrasting

confidence: 99%

Concept mapping strategy: An effective tool for improving maternity nursing students’ achievement

Farrag

2016

JNEP

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Background: One of the duties of the educational system is to train nursing students to possess critical and creative thinking and have the ability of problem solving, those who do not accumulate information and knowledge regarding the maternity field that will be quickly outdated. As well, these criteria need to be provided in maternity nursing, to be able to achieve the mother and neonate safety. Concept map is one of the teaching strategies that can overcome this challenge. Aim of the study: To evaluate the effect of concept mapping strategy for improving maternity nursing students' achievement. Methods: Design: A quasi-experimental study design was used to conduct the study. Setting: The study was conducted at the Maternity and Neonatal Health Nursing Department (third year students), in the Faculty of Nursing, Fayoum University. Subjects and Methods: A total of 125 students, all the students enrolled in the academic years 2014/2015. The students in the first term were the control group (65) and subjected to traditional method of teaching; and students in second term were the study group (60) subjected to concept map strategy. Tools used to collect the data were: 1) Sociodemographic characteristic: A structured interviewing questionnaire, 2) Pre/posttest to assess student's (study group) knowledge regarding concept mapping, 3) Student's achievement test (midterm & final exam), 4) Rubric for assessing concept maps, and 5) Likert scale to assess the attitude of students toward the teaching strategy. Results: There was a statistically significant difference regarding concept map knowledge pre and after awareness sessions among the study group. As well, there was a significant difference between both groups regarding the students' achievement (midterm & final exam). In addition the students in the study group exhibit positive attitude regarding the teaching strategy (concept map) more than the students in the control group (traditional method). Conclusions: Concept mapping significantly enhanced the students' achievement in the maternity nursing during the pregnancy course.

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Section: Discussioncontrasting

confidence: 99%

Concept mapping strategy: An effective tool for improving maternity nursing students’ achievement

Farrag

2016

JNEP

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“…Second, nursing education scholars were evaluating and assessing the ways in which concept maps functioned as a learning strategy (Abel & Freeze, 2006;August-Brady, 2005;Banning, 2006;Bowles, 2006;Brunt, 2005;Chabeli, 2010;Clayton, 2006;Ellermann, Kataoka-Yahior, & Wong, 2006;Fonteyn, 2007;Garrett, 2005;Gul & Bowman, 2006;Harpaz, Balik, & Ehrenfeld, 2004;Hay, 2007;Hicks-Moore, 2005;Hicks-Moore & Pastirik, 2006;Hill, 2006;Hsu, 2004;Hsu & Hsieh, 2005;Johns, 2003;Kinchin & Hay, 2005;King & Shell, 2002;Laight, 2006;Latini, 2009;Luckowski, 2003;Pardue, Tagliaren, Valiga, Davison-Price, & Orehowsky, 2005;Pilcher, 2009;Senita, 2008;Staib, 2003;Vacek, 2009;Veo, 2010;Walsh & Seldomridge, 2006;Wheeler & Collins, 2003). This body of work looked at concept maps as a strategy to promote meaningful learning, a method for collaborative learning, a strategy to promote higher level thinking, critical thinking and clinical decision making, and a methodology for fostering the linkages between theory and practice in a clinical setting.…”

Section: Expansion and Adaptation (2000-2010)mentioning

confidence: 99%

Concept Maps in Nursing Education: A Historical Literature Review and Research Directions

Daley¹,

Morgan²,

Black³

2016

J Nurs Educ

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Background: Although concept mapping was created in the early 1980s, research in nursing education first appeared in 1992. This literature review analyzes the impact of concept mapping in nursing education. Method: A total of 221 articles, books, and book chapters were reviewed on the topic of concept mapping in nursing education. Results: Results indicate that concept-mapping research progressed from the emergence state, to an expansion and adaptation stage, to an established stage. Conclusion: Nursing education could benefit from further research on applying concept map scoring formulas, using concept maps with simulation, developing knowledge models, and creating concept map–centered learning environments. [ J Nurs Educ. 2016;55(11):631–639.]

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“…PBL programmes were more likely to plan and undertake research in their own time using resources that they had identified themselves rather than those identified by staff [11,12]. Concept maps are intended to represent meaningful relationship between concepts in the form of propositions [13]. High-yield cognitive concept mapping is an educational tool that encourages meaning and learning [14].…”

Section: Self-directed Structured E-problem Based Learning On Retinobmentioning

confidence: 99%

Problem Based Learning (PBL) for Large Groups Medical Students e-Problem Solving Test: A Mutation Causing Retinoblastoma (Rb)

Ponnusamy¹,

Naidu²,

Boddeti³

et al. 2015

IJIMS

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E-learning can be used to enhance and aid the implementation of problem-based learning (PBL). Through e-learning, learning can take place anywhere and anytime through the communication tools that it has. This feature provides a channel of communication among medical students and content experts in medicine that is not bounded by the class time and physical presence. Therefore, e-learning has been identified as a learning system that can greatly enhance the implementation of PBL among undergraduate-medical students. Conceptmaps can be successfully used to teach conceptual thinking, thus increasing students' competence in critical thinking in the modern paradigm. The purpose of this paper is to put forth effective strategies for utilizing elearning in PBL for medical and allied health science education with a model PBL on Retinoblastoma (Rb). Some effective strategies that have been identified are: (a) the use of online-learning tool to deliver structured assigned independent e-PBL problems to students, (b) content expert-facilitator-initiated communication for the PBL case scenario on the e-learning platform, (c) frequent availability of content expert on-medical education online for facilitation, and (d) the use of online resources such as relevant case scenarios, videos, research component such as review journal for reflection, construction of concept maps and assessment. These strategies will enable a more efficient and effective implementation of out-come based self-directed structured assigned independent learning e-PBLs related to difference modules of medicine, with relatively less number of content experts and in short time for large group of medical and allied health sciences students.

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Concept Maps as an Assessment Tool in a Nursing Course

Cited by 74 publications

References 30 publications

Concept mapping strategy: An effective tool for improving maternity nursing students’ achievement

Concept mapping strategy: An effective tool for improving maternity nursing students’ achievement

Concept Maps in Nursing Education: A Historical Literature Review and Research Directions

Problem Based Learning (PBL) for Large Groups Medical Students e-Problem Solving Test: A Mutation Causing Retinoblastoma (Rb)

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