Establishing meaningful connections: the use of Concept Maps as a learning tool

Cesar Orsini, Phillip Evans

Abstract


The constant changes in health professions, and the need for future practitioners to remain competetent means that students should be taught using meaningful and integrated learning strategies. Among the different strategies that help students retain information, develop critical thinking and reason to solve several difficulties; concept maps have been addressed as one such relevant approach. They are described as an organised hierarchical representation of mental understandings, linking a set of relevant concepts using verbs or phrases that give sense to the map. In this short communication the authors intend to discuss the current use and benefits of concept maps within health professions education, along with what constitutes an effective concept map and how it should be introduced to students.


Full Text:

PDF

References


Daley BJ, Torre DM. Concept maps in medical education: an analytical literature review. Med Educ. Blackwell Publishing Ltd; 2010 May 1;44(5):440–8.

C.G. F, Ferrario CG. Developing nurses’ critical thinking skills with concept mapping. J Nurses Staff Dev. 2004;20(6):261–7.

Pinto a J, Zeitz HJ. Concept mapping: A strategy for promoting meaningful learning in medical education. Med Teach. 1997;19:114–21.

Novak JD, Gowin DB. Learning how to learn. Cambridge University Press; 1984.

Ausubel DP. Educational Psychology: A Cognitive View. Educational psychology a cognitive view. 1968.

Novak JD, Cañas AJ. The theory underlying concept maps and how to construct them. Florida Inst Hum Mach Cogn. 2006;1.

Kinchin IM, Cabot LB. An introduction to concept mapping in dental education: the case of partial denture design. Eur J Dent Educ. 2009;13:20–7.

Daley BJ. Concept maps: Linking nursing theory to clinical nursing practice. J Contin Educ Nurs. 1995;27(1):17–27.

Wilgis M, McConnell J. Concept mapping: An educational strategy to improve graduate nurses’ critical thinking skills during a hospital orientation program. J Contin Educ Nurs. 2008 Mar;39(3):119–26.

West DC, Pomeroy JR, Park JK, Gerstenberger EA, Sandoval J. Critical thinking in graduate medical education: A role for concept mapping assessment? JAMA J Am Med Assoc. 2000 Sep;284(9):1105–10.

Hicks-Moore SL, Pastirik PJ. Evaluating critical thinking in clinical concept maps: A pilot study. Int J Nurs Educ Scholarsh. 2006 Jan;3(1):0–15.

Atay S, Karabacak Ü. Care plans using concept maps and their effects on the critical thinking dispositions of nursing students. Int J Nurs Pract. 2012 Jun;18(3):233–9.

Senita J. The use of concept maps to evaluate critical thinking in the clinical setting. Teach Learn Nurs. 2008;3(1):6–10.

Daley BJ, Shaw CR, Balistrieri T, Glasenapp K, Piacentine L. Concept maps: a strategy to teach and evaluate critical thinking. J Nurs Educ. 1999;38:42–7.

Beitz JM. Concept mapping: Navigating the learning process. Nurse Educ. LWW; 1998;23(5):35–41.

Novak JD. Concept maps and Vee diagrams: two metacognitive tools to facilitate meaningful learning. Instructional Science. 1990. p. 29–52.

Wheeler LA, Collins SKR. The influence of concept mapping on critical thinking in baccalaureate nursing students. J Prof Nurs. 2003;19(6):339–46.


Refbacks

  • There are currently no refbacks.