Concept Map

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Concept Mapping

• Cheryl Williams MS RN NP-C

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The Problem

• Why are we even studying the relevance of concept
  maps in nursing education
• Havent you wanted to teach critical thinking in
  a quick and more fun way
• Havent you looked for ways to teach a dry topic

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Got Thought

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Relevance

• Concept maps stimulate critical thought
• Critical Thought has been viewed as
• the deliberate nonlinear process of collecting
  interpreting analyzing drawing conclusions
  about presenting and evaluating information
  that is both factually and belief based.
• This is demonstrated in nursing by clinical
  judgment which includes ethical diagnostic and
  therapeutic dimensions and research (p. 8)
• National League for Nursing Accreditation
  Commission (NLNAC). Accreditation manual.
  Online. 2002. www.nlnac.org Retrieved March 5
  2007

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What is a Concept Map

• According to Buzan (1996) a mind map or concept
  map is a graphic representation of information or
  thought processes of an individual.
• In clinical care maps the CM
• Consists of nodes or cells (often a circle) that
  contain a patient with a real issue with
  corresponding data and the links or lines which
  represent relationships to nursing diagnoses.
• Students are generally free to create their own
  map style.
• The critical thought is drawn from the
  associations and meaningfulness to the
  information.

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What is a Concept Map

• We know if information is meaningful and useful
  students will continue to apply it in new
  situations
• Concept maps allow students to take a basic idea
  or concept and apply meaningful information and
  identify important relationships.
• This fosters creativity and students seek to
  develop more complex patterns

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What is a Concept Map

• Students do this by identifying salient
  information in each case and apply it to known
  patterns
• Then they are asked to prioritize data or
  diagnoses
• The concept map offers faculty a direct visual
  into the students mind and serves as a ready
  source for further questioning and critical
  analysis
• Often these concept maps are more holistic than
  rote learning with linear thinking patterns
• Ie traditional nursing care plans

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How have Concept Maps been used in Nursing
Education

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Lets Make a Concept Map Together
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Our Data

• In 2009 22 Medical surgical nursing students
  (Course 102) were asked to do concept maps
  instead of traditional nursing care plans
• In 2010 34 Medical surgical nursing students
  (entering into a new rotation) were asked to also
  utilize concept maps instead of traditional
  nursing care plans for clinical preparation
• These were exclusive groups

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Our Data/ The Survey

• The students were asked to answer the following
  questions and rank their responses
• The scale
• Very useful
• Useful
• Somewhat Useful
• Not Very Useful
• Not Useful

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(No Transcript)
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In Addition

• Students were asked four other additional
  questions
• Do concept maps prepare you for clinical
  assignments in less time than development of
  traditional nursing care plans
• Would you recommend use of concept maps for next
  semester
• Did you find the classroom talk helpful as an
  introduction to concept mapping
• Do you prefer articles on concept mapping

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Our DataAssessment

• Does the creation of Concept Maps assist you in
  determining your Assessment data

2009 n 22 2010n34
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Our DataNursing Diagnoses

• Does the Creation of Concept Maps
• assist in determining your Nursing Diagnoses
  data

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Our DataInterventions

• Does the creation of Concept Maps assist you in
  determining your Interventions

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Our DataEvaluation of Plan

• Does the creation of Concept Maps assist you in
  the Evaluation of your plan of care

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Our DataIdentifying Priorities

• Do concept maps assist you in Identifying
  Priorities of care

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Our DataIdentifying Interrelationships

• Does the creation of a concept map assist you in
  Identifying the Interrelationships between
  nursing diagnoses

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Our DataSense of Direction
Does the creation and use of the concept map in
clinical provide a Sense of Direction during your
clinical assignment
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The Additional Questions

• Do concept maps prepare you for clinical
  assignments in less time than development of
  traditional nursing care plans
• 68 of 2009 and 76of 2010 students stated that
  they were quicker than traditional care plans and
  allowed more time for other parts of the Clinical
  packet

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The Additional Questions

• Would you recommend use of concept maps for next
  semester
• Overwhelmingly students liked the Cmaps.
• 2010 68 of 2009 group and 82 of the students
  would recommend these to fellow students

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The Additional Questions

• Did you find the classroom talk helpful as an
  introduction to concept mapping
• 2009 63 felt it was helpful and 27 did not
• 2010 88 of the students found it helpful and 9
  did not

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The Additional Questions

• Do you prefer articles on concept mapping
• Students simply want a prototype
• They do not seem to care if it is in a classroom
  exercise or an article
• They just want a recipe
• 2009 Yes/No (50/41)
• 2010 Yes/No(38/59)
• They also wanted consensus from faculty as to
  what the expectations were!

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How Does Our Data Reflect Literature Findings
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How Should We proceedRecommendations and
Implications
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Limitations to this Study

• Obviously a small study
• Self reporting by students
• No control group

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Further Study
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Thank You

• It is a Journey