1 / 9

Concept Maps

Concept Maps. Train the Trainer Session 2. Concept Maps. The basis of the concept map theory is that… “new knowledge is built on preexisting knowledge, and new concepts are integrated by identifying relationships with those concepts already understood.” Pamela McHugh Schuster, 2008.

dalmar
Download Presentation

Concept Maps

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Concept Maps Train the Trainer Session 2

  2. Concept Maps The basis of the concept map theory is that… “new knowledge is built on preexisting knowledge, and new concepts are integrated by identifying relationships with those concepts already understood.” Pamela McHugh Schuster, 2008

  3. Definition • Concept mapping was developed as a learning technique (Novak & Gowin, 1984). • A concept map is a graphical representation of knowledge that uses a network of symbols to describe relationships between ideas. • Each linked pair of symbols specifies a proposition • By articulating understanding and rendering it in visual language, learners are encouraged to reflect upon and refine their knowledge. Tom Conlon (2006)

  4. Concept Care Map • Allows student to envision the client or care situation in a holistic manner. • Concept map provides fluidity that enhances the student’s ability to determine relationships and make connections. • Capitalizes on visual, spacial and interpersonal characteristics.

  5. Benefits • Guides planning and evaluation • Encourages individual or groups to focus • Leads to development of a visual diagram or conceptual framework • Specifies inter-relationships of concepts • Contributes to clinical reasoning abilities • Utilizes common language • Facilitates teamwork in groups • Enables teachers to view students' organization and assimilation of knowledge

  6. Process Steps • Preparation (participants and focus) • Generation of Steps • Structuring of Statements • Visual Clustering of Concepts • Interpretation of Map • Utilization of Map

  7. PICO(T) • Patient population • Intervention or interest area • Comparison intervention or group • Outcome • Time In premature infants(P), is light massage (I) versus music (C) more effective in improving oxygen saturation (O) during the NICU stay (T)? Bernadette Melnyk, PhD, RN, CPNP/PMHNP, FNAP, FAAN

  8. Concept Map Exercise • Plans for the MBSON includes development and implementation of a Clinical Nurse Leader (CNL) master’s degree. • With CNL as the central focus, map out as many concepts and relationships as you can identify in a concept map.

  9. CNL

More Related