Title

Student Learning With Concept Mapping of Care Plans in Community-Based Education

Document Type

Article

Publication Date

2006

Keywords

concept mapping, community-based, baccalaureate nursing education

Abstract

Concept mapping, a learning strategy used to understand key concepts and relationships between concepts, has been suggested as a method to plan and evaluate nursing care. The purpose of this study was to empirically test the effectiveness of concept mapping for student learning and the students' satisfaction with the strategy. A quasi-experimental pre- and posttest design was used to examine the content of concept maps of care plans constructed by junior-level baccalaureate students (n = 23) at the beginning and end of a community-based mental health course. Additionally, students completed a questionnaire to self-evaluate their learning and report their satisfaction with concept mapping. Findings indicated that concept mapping significantly improved students' abilities to see patterns and relationships to plan and evaluate nursing care, and most students (21/23) expressed satisfaction in using the strategy. This study supported concept mapping as an additional learning strategy and has extended knowledge in community-based nursing education.

Recommended Citation

Hinck, Susan M., Patricia Webb, Susan Sims-Giddens, Caroline Helton, Kathryn L. Hope, Rose Utley, Deborah Savinske, Elizabeth M. Fahey, and Sue Yarbrough. "Student learning with concept mapping of care plans in community-based education." Journal of Professional Nursing 22, no. 1 (2006): 23-29.

DOI for the article

10.1016/j.profnurs.2005.12.004

Department

School of Nursing

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