Randomized comparison between objective-based lectures and outcome-based concept mapping for teaching neurological care to nursing students

Hsu, Li‐Ling; Pan, Hui-Ching; Hsieh, Suh-Ing

doi:10.1016/j.nedt.2015.11.032

Cited by 32 publications

(29 citation statements)

References 37 publications

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“…9 According to studies in Taiwan, outcome-based CM as an educational method can encourage nursing students to take a bio-psycho-social approach to medicine, which can result in better nursing care. 10,11 Furthermore, based on the results of an Iranian study with the participation of nursing students, the use of this educational practice can have a positive impact on the academic performance of students. 4 Taking into account the advantages already enumerated, the role of CM is important in nursing education.…”

Section: Introductionmentioning

confidence: 99%

Iranian Nursing Students’ Perceptions Regarding Use of Concept Mapping: A Content Analysis

Rahnama¹,

Mardani-Hamooleh²

2017

Res Dev Med Edu

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Section: Introductionmentioning

confidence: 99%

Iranian Nursing Students’ Perceptions Regarding Use of Concept Mapping: A Content Analysis

Rahnama¹,

Mardani-Hamooleh²

2017

Res Dev Med Edu

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“…Two studies were conducted in USA, two in Taiwan, two in Iran, and one in each of Sweden, Turkey, Egypt, and Brazil. However, to address the purpose of this review, the findings (outcomes of utilizing concept mapping) were categorized into common themes, using a color-coding method to highlight similarities across the literature [24]. The four main themes were the following: 1) transiting students from passive to active learners, 2) establishing new knowledge, 3) improving cognitive abilities, and 4) developing clinically competent nurses.…”

Section: Resultsmentioning

confidence: 99%

“…Besides, according to Chabeli [13], educators who are content-centered rather than student-centered neglect the importance of linking information meaningfully, and promoting students' memorization, which is expected to be lost over time [24]. Therefore, this paper is aimed to investigate the current state of knowledge about the effectiveness of concept mapping in nursing education.…”

Section: Introductionmentioning

confidence: 99%

The Outcomes of Integrating Concept Mapping in Nursing Education: An Integrative Review

Khrais¹,

Saleh²

2017

OJN

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Purpose: The purpose of this review was to investigate the current state of knowledge about the effectiveness of concept mapping in nursing education. Methods: An integrative review adapted a systematic approach. Also, after an extensive search from different databases, ten articles were retrieved and fully reviewed. Results: The ten reviewed articles were adopted quantitative, qualitative, and mixed method designs. Four main themes were identified: 1) from passive to active learners, 2) establishing new knowledge, 3) improving cognitive abilities, and 4) self-confidences in clinical work. Conclusion: Nursing literature supports the importance of including concept maps in nursing education. Educators believe that concept mapping is a motivating teaching strategy, hence, it is fostering the long-term and meaningful learning. Also, the findings of this study might encourage nursing educators to evaluate the current teaching strategies, also, this review might initiate future studies with larger sample size.

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“…Benefits include improvement in critical thinking, decreased cognitive load (amount of mental effort being used in working memory), and application of learned material. [16][17][18][19] Figure 1 is an example of integrating CM with CBL to guide a student through an evaluation of an athletic injury. The focal point in the map is the patient's presenting condition as outlined in the case.…”

Section: Case-based Learning and Concept Mapsmentioning

confidence: 99%

Commentary: The Use of Case-based Learning and Concept Mapping to Teach Students Clinical Reasoning

Hawkins

Reeder

Olson³

et al. 2019

JSMAHS

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Introduction: Teaching students as inexperienced clinicians the process of evaluating athletic injuries and medical conditions is often challenging. Utilizing case-based learning and concept mapping as educational tools can facilitate growth in the clinical and diagnostic decision making process. Discussion: Experienced clinicians regularly employ case pattern recognition and hypothetico-deductive reasoning in clinical settings. Each type of reasoning is prone to anchoring and confirmation bias, devaluing relevant information, and framing effect if not utilized correctly. Classroom instructors and preceptors can use case-based learning and concept mapping to help students as inexperienced clinicians organize their thinking and more effectively apply their knowledge. Implications: The use of case-based learning and concept mapping to teach the process of evaluating athletic injuries and medical conditions can help students as inexperienced clinicians: improve clinical reasoning skills; decrease bias; develop more efficient and effective clinical reasoning; become more confident in what steps come next; value clinical data equally and impartially; and more effectively use hypothetico-deductive reasoning.

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Randomized comparison between objective-based lectures and outcome-based concept mapping for teaching neurological care to nursing students

Cited by 32 publications

References 37 publications

Iranian Nursing Students’ Perceptions Regarding Use of Concept Mapping: A Content Analysis

Iranian Nursing Students’ Perceptions Regarding Use of Concept Mapping: A Content Analysis

The Outcomes of Integrating Concept Mapping in Nursing Education: An Integrative Review

Commentary: The Use of Case-based Learning and Concept Mapping to Teach Students Clinical Reasoning

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