Use of Concept Maps as a Guide to Critical Thinking in Undergraduate Nursing Students PDF Download
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Author: Mary P. Lange
Publisher:
ISBN:
Category : Concept mapping
Languages : en
Pages : 74
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Book Description
Author: Mary P. Lange
Publisher:
ISBN:
Category : Concept mapping
Languages : en
Pages : 74
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Book Description
Author: Annie Mathew
Publisher:
ISBN:
Category :
Languages : en
Pages : 142
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Book Description
Author: Patricia Schmehl
Publisher: Jones & Bartlett Publishers
ISBN: 1449679005
Category : Medical
Languages : en
Pages : 338
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Book Description
Introduction to Concept Mapping in Nursing provides the foundation for what a concept map is and how to create a map that applies theory to practice. This excellent resource addresses how students will think about applying nursing theory as it relates to concept mapping. This book is unique because it focuses on a broad application of concept mapping, and ties concept mapping closely to critical thinking skills. Furthermore, this book will prepare nursing students to learn how to map out care plans for patients as they talk with patients.Key Features & Benefits* Demonstrates how students can think through every aspect of care by using compare and contrast tactics, critical thinking skills, and experiences a nursing student may encounter * Includes thought-provoking questions to guide the reader through the text * Provides a section on nursing theory complete with exercises and rationales that include concept maps so that students can understand how theory is applied to practice* Written for students with various learning styles, so a broad range of learning activities are included to help readers understand the material
Author: Annie Mathew
Publisher:
ISBN:
Category : Thought and thinking
Languages : en
Pages : 0
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Book Description
The current health care environment is placing increasing demands on nursing educators to prepare graduates who are able to think critically and solve problems in a variety of clinical practice areas. In an effort to prepare nursing students to deliver safe quality care, critical thinking becomes an essential component to nursing education, and learning to think critically is now widely accepted as a basic goal in nursing education. Currently, the Advanced Technologies Institute Critical Thinking Assessment test is used when students enter the nursing program to obtain a baseline measure of critical thinking. The aggregate results of the year 2008 and 2009 revealed that the nursing program's percentile rank is 25% below the national percentile rank. This raised the question: Would implementation of a different teaching methodology, namely concept maps, increase critical thinking skills among undergraduate nursing students? The objective of the project was to improve and enhance critical thinking skills by changing the way nursing students think through implementation of concept maps in the clinical setting. The project outcome was to develop effective critical thinkers who translate theoretical knowledge into practice through the use of concept maps to to optimize patient outcomes in the clinical setting. The undergraduate nursing students developed three concept maps that were submitted to a repeated measure of analysis of variance (ANOVA). The results demonstrated that the nursing students manifested a higher concept map score at the third concept map than the second, indicating that the teaching intervention was effective at increasing the critical thinking skills of the nursing students. The evidence-based model used for the project was Rosswurm and Larrabee's "Model for Evidence-Based Practice Change" and the theoretical model used was Ausubel's "Assimilation Theory of Meaningful Learning". The findings of the project revealed that participants demonstrated an increase in their critical thinking skills through the development of three consecutive concept maps. The literature reviewed for this project reflected that concept maps enhance the construction of knowledge in multilinear ways that help students with their ability to conceptualize and increase critical thinking. Students were able to develop the correlations and relationships to the concepts thus gaining an insight into the patient's problems, identifying nursing diagnoses, implementing, and evaluating the nursing actions at the point of care. The results were reported in the aggregate to the director of nursing and faculty members along with the recommendation to make a practice change to include concept maps in the nursing program curriculum beginning Fall Semester, 2011.
Author: Patricia Schmehl
Publisher: Jones & Bartlett Publishers
ISBN:
Category : Medical
Languages : en
Pages : 340
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Book Description
Introduction to Concept Mapping in Nursing provides the foundation for what a concept map is and how to create a map that applies theory to practice. This excellent resource addresses how students will think about applying nursing theory as it relates to concept mapping. This book is unique because it focuses on a broad application of concept mapping, and ties concept mapping closely to critical thinking skills. Furthermore, this book will prepare nursing students to learn how to map out care plans for patients as they talk with patients. Key Features & Benefits * Demonstrates how students can think through every aspect of care by using compare and contrast tactics, critical thinking skills, and experiences a nursing student may encounter * Includes thought-provoking questions to guide the reader through the text * Provides a section on nursing theory complete with exercises and rationales that include concept maps so that students can understand how theory is applied to practice * Written for students with various learning styles, so a broad range of learning activities are included to help readers understand the material
Author: Kathleen Barrett
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author: Joseph D. Novak
Publisher: Routledge
ISBN: 1135184461
Category : Education
Languages : en
Pages : 334
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Book Description
This fully revised and updated edition of Learning, Creating, and Using Knowledge recognizes that the future of economic well being in today's knowledge and information society rests upon the effectiveness of schools and corporations to empower their people to be more effective learners and knowledge creators. Novak’s pioneering theory of education presented in the first edition remains viable and useful. This new edition updates his theory for meaningful learning and autonomous knowledge building along with tools to make it operational ─ that is, concept maps, created with the use of CMapTools and the V diagram. The theory is easy to put into practice, since it includes resources to facilitate the process, especially concept maps, now optimised by CMapTools software. CMapTools software is highly intuitive and easy to use. People who have until now been reluctant to use the new technologies in their professional lives are will find this book particularly helpful. Learning, Creating, and Using Knowledge is essential reading for educators at all levels and corporate managers who seek to enhance worker productivity.
Author: Ian M. Kinchin
Publisher: Springer
ISBN: 9463009833
Category : Education
Languages : en
Pages : 235
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Book Description
Pedagogic Frailty and Resilience in the University presents a theoretical model and a practical tool to support the professional development of reflective university teachers. It can be used to highlight links to key issues in higher education. Pedagogic frailty exists where the quality of interaction between elements in the evolving teaching environment succumbs to cumulative pressures that eventually inhibit the capacity to develop teaching practice. Indicators of frailty can be observed at different resolutions, from the individual, to the departmental or the institutional. Chapters are written by experts in their respective fields who critique the frailty model from the perspectives of their own research. This will help readers to make practical links between established bodies of research literature and the concept of frailty, and to form a coherent and integrated view of higher education. This can then be explored and developed by individuals, departments or institutions to inform and evaluate their own enhancement programmes. This may support the development of greater resilience to the demands of the teaching environment. In comparison with other commonly used terms, we have found that the term ‘frailty’ has improved resonance with the experiences of colleagues across the disciplines in higher education, and elicits a personal (sometimes emotional) response to their professional situation that encourages positive dialogue, debate and reflection that may lead to the enhancement of university teaching. This book offers a particular route through the fractured discourses of higher education pedagogy, creating a coherent and cohesive perspective of the field that may illuminate the experiences and observations of colleagues within the profession. “If we are to realise the promise of higher education ... we will need the concepts, methods, and reflections contained in this book.” – Robert R. Hoffman
Author: Afsaneh Ghanizadeh
Publisher: Springer Nature
ISBN: 3030567117
Category : Education
Languages : en
Pages : 203
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Book Description
In this book, we try to provide a practical, down-to-earth guide for those who are involved in language learning and teaching. We hope that this book will be a useful reading for those who would like to incorporate higher-order thinking skills (HOTS)-enhancing techniques in their teaching practice. We set out from the position that, although it is hardly doubtful that it is at the heart of education, critical thinking is in reality often not given its due attention in pedagogy, particularly in language education. This book offers readers some practical advice on how to implement HOTS in their own practice. It has been written to take the reader through each technique with the ultimate goal of promoting HOTS step-by-step. In the introductory chapter, we present an overview of the theory behind HOTS, its definition, its relation to Bloom’s Taxonomy, its two dimensions (critical thinking and reflective thinking), and the ideas of some influential thinkers in this area. The subsequent chapters present six HOTS-enhancing techniques that classroom teachers can draw from, namely graphic organizers, critical discourse analysis, argumentation, emotion regulation and emotional intelligence enhancing techniques, reflective journals, and mindfulness-based strategies. As the book draws on a wide-ranging review of literature with exercises for direct use with language learners, we hope that this provides both theoretical and practical support for the teaching process to help language learners become effective critical thinkers. The compilation of the ideas in this book took us a long time, over a decade. Something that takes such a long time requires much engagement and life experience; so did this book.
Author: Sarah Michelle Fry
Publisher:
ISBN:
Category : Critical thinking
Languages : en
Pages : 208
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Book Description
The purpose of this study with first year Baccalaureate nursing students was to test the effects of care mapping strategies on critical thinking skills. In a constantly evolving field of nursing, it is important that new graduates are able to assimilate assessment data and use critical thinking to derive sound clinical judgement. Concept mapping is believed to support this endeavor.
