Concept mapping: promoting science learning in BN learners in Australia.

Area of Science:

• Nursing Education
• Science Pedagogy

Background:

• Concept mapping was implemented as a teaching methodology in a Bachelor of Nursing program in Australia.
• The study focused on a science unit within the nursing curriculum.

Purpose of the Study:

• To evaluate the effectiveness of concept mapping for teaching science to Bachelor of Nursing students.
• To explore the benefits and challenges of using concept mapping in higher education for nursing.

Main Methods:

• Concept mapping was applied to two student cohorts in a science unit.
• The curriculum emphasized work packages and independent student learning.

Main Results:

• Both students and instructors reported positive experiences with concept mapping.
• Students demonstrated increased independence, confidence in science knowledge, and a more personalized understanding of science in practice.
• Instructors could focus more on students with learning difficulties due to reduced face-to-face teaching.
• Challenges included balancing content with the mapping technique and assessing learning outcomes.

Conclusions:

• Concept mapping is a valuable tool for integrating science and nursing practice.
• The technique is applicable in academic programs, clinical patient education, staff development, and continuing education.
• It effectively elucidates the rationale behind nursing practices and provides evidence for their value.