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Concept maps and nursing theory: a pedagogical approach
1College of Nursing, University of Massachusetts Dartmouth, 285 Old Westport Rd, North Dartmouth, MA 02747, USA. susan.hunterrevell@umassd.edu
This study introduces a 9-week concept mapping activity to help graduate nursing students connect clinical and theoretical knowledge. The approach improved student engagement and enhanced practical application of nursing theory.
Area of Science:
- Nursing Education
- Pedagogical Innovation
- Knowledge Translation
Background:
- Faculty aim to bridge the gap between clinical practice and theoretical knowledge in nursing education.
- Improving patient outcomes is a key goal driving pedagogical advancements in nursing.
Purpose of the Study:
- To evaluate a 9-week concept mapping activity as a pedagogical strategy.
- To enhance graduate nursing students' ability to link theoretical and clinical knowledge.
- To foster theoretical thinking and engagement in a graduate nursing theory course.
Main Methods:
- Implementation of a 9-week concept mapping activity in a graduate nursing theory course.
- Weekly construction of concept maps by students.
- Facilitation of group work and discussion around concept maps.
Main Results:
- Increased student engagement in the graduate theory course.
- Enhanced development of theoretical thinking skills among nursing students.
- Unexpected benefits including improved group work dynamics and theory-practice knowledge integration.
Conclusions:
- Concept mapping is an effective pedagogical tool for teaching nursing theory.
- The activity successfully improved students' ability to integrate theory with clinical practice.
- Concept mapping fosters critical thinking and collaborative learning in nursing education.
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