System Based
Split, Pick, and Link (SPL): Creative way to introduce concept mapping
Noemi de Castro Cabrera, MSN, RN, PCCN, CCRN
University of Cincinnati
Split, Pick, and Link (SPL): Creative way to introduce concept mapping
Background
Nursing education has been using concept maps as teaching methodology to facilitate critical thinking in nursing students. Several research studies have shown that concept mapping facilitate students ability to recall, synthesize information, and to think critically thus promoting meaningful learning (Caputi and Blach, 2008). However, most of the novice nursing students are not familiar with concept mapping leading to anxiety and negative feelings about the use of this as a learning tool. Eppler (2006) stated that students often get overwhelmed and less motivated with designing concept maps because of its complexity. Findings reveal that nursing educators should develop and evaluate educational strategies that will equip nurses the essential critical thinking abilities which will promote decision making and improved patient care outcomes (Wilgis & McConnell, 2008). It is equally important for a nursing faculty to understand that students need a certain level of understanding and idea on how to formulate their own concept maps to promote teaching and learning. Students find it difficult to adjust in an environment wherein they are held responsible for their own learning (Ewan and White, 1996). Since concept mapping is a kind of learning tool, which is quite different from the previous experience, it is not enough for the nursing faculty to provide students guidelines, examples and live demonstration on constructing a concept map. The author believes it is crucial for the faculty to properly design an innovative educational tool to introduce concept mapping to students to avoid resistance. Educators should find educational strategies appropriate to the learning needs of a novice and advance beginner nursing students to
Noemi de Castro Cabrera, MSN, RN, PCCN, CCRN
University of Cincinnati
Split, Pick, and Link (SPL): Creative way to introduce concept mapping
Background
Nursing education has been using concept maps as teaching methodology to facilitate critical thinking in nursing students. Several research studies have shown that concept mapping facilitate students ability to recall, synthesize information, and to think critically thus promoting meaningful learning (Caputi and Blach, 2008). However, most of the novice nursing students are not familiar with concept mapping leading to anxiety and negative feelings about the use of this as a learning tool. Eppler (2006) stated that students often get overwhelmed and less motivated with designing concept maps because of its complexity. Findings reveal that nursing educators should develop and evaluate educational strategies that will equip nurses the essential critical thinking abilities which will promote decision making and improved patient care outcomes (Wilgis & McConnell, 2008). It is equally important for a nursing faculty to understand that students need a certain level of understanding and idea on how to formulate their own concept maps to promote teaching and learning. Students find it difficult to adjust in an environment wherein they are held responsible for their own learning (Ewan and White, 1996). Since concept mapping is a kind of learning tool, which is quite different from the previous experience, it is not enough for the nursing faculty to provide students guidelines, examples and live demonstration on constructing a concept map. The author believes it is crucial for the faculty to properly design an innovative educational tool to introduce concept mapping to students to avoid resistance. Educators should find educational strategies appropriate to the learning needs of a novice and advance beginner nursing students to
References: Ausubel, D., Novak, J., & Hanesian, H. (1978). Educational psychology: A cognitive view. New York: Holt Rinehart & Winston Inc. Benner, P. (1984). From Novice to Expert: Excellence and Power in Clinical Nursing Practice Caputi, L., & Blach, D. (2008). Teaching nursing – using concept maps. Glen Ellyn, IL: College of DuPage Press Eppler, M.J. (2006). A comparison between concept maps, mind maps, conceptual diagrams, and visual metaphors, as complementary tools for knowledge construction and sharing Ewan,C. & White , R. (1996). Teaching Nursing: A Self-instructional handbook. Second Edition. London, Chapman and Hall. Roth, W., & Roychoudhury, A. (1993). The concept map as a tool for the collaborative construction of knowledge: A microanalysis of high school physics students Schlag, S., & Ploetzner, R. (2011, Nov). Instructional Science, 39(6), 921-937. Sweller, J. (11994). Cognitive load theory: Learning difficulty and instruction design. Learning and Instruction, 4, 295-312 Wang, V Wilgis , M., & McConnell, J. (2008, March). Concept mapping: an educational strategy to improve graduate nurses’ critical thinking skills during a hospital orientation program. Journal of Continuing Education in Nursing, 39(3), 119-126.