STUDENT LEARNING WITH CONCEPT
MAPPING OF CARE PLANS IN
COMMUNITY-BASED EDUCATION
SUSAN M. HINCK, PHD,* PATRICIA WEBB, MSN,y SUSAN SIMS-GIDDENS, EDD,z
CAROLINE HELTON, MS,§ KATHRYN L. HOPE, PHD,OROSE UTLEY, PHD,#
DEBORAH SAVINSKE, MSN,y ELIZABETH M. FAHEY, MSN,y AND SUE YARBROUGH, MSN**
Concept mapping, a learning strategy used to understand key concepts and relationships between
concepts, has been suggested as a method to plan and evaluate nursing care. The purpose of this
study was to empirically test the effectiveness of concept mapping for student learning and the
students’ satisfaction with the strategy. A quasi-experimental pre- and posttest design was used to
examine the content of concept maps of care plans constructed by junior-level baccalaureate
students (n = 23) at the beginning and end of a community-based mental health course.
Additionally, students completed a questionnaire to self-evaluate their learning and report their
satisfaction with concept mapping. Findings indicated that concept mapping significantly
improved students’ abilities to see patterns and relationships to plan and evaluate nursing care,
and most students (21/23) expressed satisfaction in using the strategy. This study supported
concept mapping as an additional learning strategy and has extended knowledge in communitybased nursing education. (Index words: Concept mapping; Community-based; Baccalaureate
nursing education) J Prof Nurs 22:23–29, 2006. A 2006 Elsevier Inc. All rights reserved.
N
URSING EDUCATION IS keeping pace with
the changing health-care environment by moving
more student practice experiences from the highly
structured hospital to the home and community.
Community-based nursing necessitates different knowledge and skills to organize nursing care in settings that
are less structured and more diverse (American Association of Colleges of Nursing, 1999; Matteson, 2000;
Stanley, Kiehl, Matteson, McCahon, & Schmid, 2002).
Community-based nursing requires a broad perspective of the client (defined as an individual, family,
group, or entire community) and an understanding of
*Associate Professor, Department of Nursing, Missouri State University, Springfield, MO.
yLecturer, Department of Nursing, Missouri State University, Springfield, MO.
zAssistant Professor, Department of Nursing, Missouri State University, Springfield, MO.
§Lecturer and BSN Program Director, Department of Nursing, Missouri
State University, Springfield, MO.
OAssociate Professor and Department of Nursing Head, Department of
Nursing, Missouri State University, Springfield, MO.
#Associate Professor and Nurse Educator Graduate Programs Director,
Department of Nursing, Missouri State University, Springfield, MO.
**Lecturer and FNP Program Director, Department of Nursing,
Missouri State University, Springfield, MO.
Address correspondence and reprint requests to Dr. Hinck: 1220
West Lakewood Street, Springfield, MO 65810.
E-mail: susanhinck@missouristate.edu
8755-7223/$ - see front matter
the multiple factors that influence the client’s health.
Community-based student learning requires a higher
level of self-direction, critical thinking, and independent decision-making compared to institutional settings
(Kemp, 2003). The focus includes healing the sick, as
in hospital-based care, but also a greater emphasis on
preventing illness, promoting health, and empowering
people to gain greater control over their lives and health
(Kemp, 2003).
Concept Maps
Concept mapping is a means to comprehend multifaceted care. Concept maps (CMs) are diagrams of key
concepts and relationships between those concepts. Concepts are visually presented as words or pictures placed in
a hierarchical structure, with the most important concepts in the center or on top of the page. Secondary
concepts radiate from the central concepts. Lines drawn
between the concepts and propositional statements
written on the lines graphically show the relationships.
Novak and Gowin (1984) recommend six steps in creating a CM: Select a topic, write general concepts, identify
more specific concepts, tie general and specific concepts
together with propositional words that show how the
concepts are linked, make cross-linkages to show
connections, and, finally, reflect and revise the CM.
CMs have gained widespread acceptance in education
as a means for students to learn new information and to
Journal of Professional Nursing, Vol 22, No 1 (January – February), 2006: pp 23–29
A 2006 Elsevier Inc. All rights reserved.
23
doi:10.1016/j.profnurs.2005.12.004
24
HINCK ET AL
understand prior knowledge in new ways. Construction
of CMs provides the opportunity for students to break
new knowledge into small parts (concepts), arrange and
order concepts to make sense, and make connections
between and among concepts (Irvine, 1995; Novak,
1990; Schmid & Telaro, 1990). The process of creating
the CM is necessary for maximum learning to take place.
Students must prepare their own CMs to reflect on
what information is relevant and how it fits together
(Novak, 1990).
Concept mapping results in meaningful learning that
is long-lasting and occurs when the learner consciously
relates new knowledge to prior understandings (Ausubel,
Novak, & Hanesian, 1986). More importantly, concept
mapping is a metacognitive strategy that helps students
learn how to learn (Irvine, 1995; Novak, 1990). Rather
than traditional learning of memorizing facts in specific
contexts, concept mapping helps students recognize
how multiple parts result in a cohesive whole.
Concept mapping has been discussed in nursing
literature as an innovative method of student learning
(All & Havens, 1997; All, Huycke, & Fisher, 2003; Beitz,
1998; Irvine, 1995; Kathol, Geiger, & Hartig, 1998;
Mueller, Johnston, & Bligh, 2001). Most examples of
CMs related to nursing care have presented the identification of and intervention for physiological illnesses
(All & Havens, 1997; Daley, Shaw, Balistrieri, Glasenapp,
& Placentine, 1999; Irvine, 1995; Kathol et al., 1998;
Mueller et al., 2001).
The use of CMs in planning and organizing nursing
students care, in place of traditional care plans, has been
described (All & Havens, 1997; Baugh & Mellott, 1998;
Mueller et al., 2001; Schuster, 2000, 2002). CMs offer a
more effective way to organize and plan care than
traditional care plans that require linear thinking and
are often copied from texts with minimal individualization (Schuster, 2000, 2002). Further, concept mapping
stimulates students to evaluate what information they
still need to gather when in the clinical setting. Nursing
diagnoses are derived from the client’s pertinent conditions and added to the map. Information on the CM
care plan is worded in a similar manner to the traditional
care plan, but the structure is more flexible to show the
relationships between the information. CMs can be used
as visual aids in pre- and postclinical conferences to show
application of nursing knowledge and skills (Baugh &
Mellott, 1998). Evaluation of the CM usually is based on
whether all parts of the nursing process are identified
(Mueller et al., 2001) and how well students apply the
course content to the clinical situation. However, there
are no examples of concept mapping in nursing
literature to show the intricate social, cultural, and
health dynamics considered when planning and evaluating nursing care in community settings.
exams, problem-solving tests, and course grades, as
summarized by Novak (1990). Studies have shown that
using CMs to outline lecture content and texts have
assisted university students to better learn course
content and improve exam scores (Francisco, Nakhleh,
Nurrenbern, & Miller, 2002; Leauby & Brazina, 1998;
Taagepera & Noori, 2000).
Few studies have been conducted to examine concept
mapping as an effective learning strategy for nursing
students (Daley et al., 1999; Rooda, 1994; Wheeler &
Collins, 2003). Nurse researchers have reported that
concept mapping increases the ability of nursing students
to understand massive amounts of content, measured by
multiple choice exams (Rooda, 1994), and promotes
critical thinking, measured by increased complexity in
creating CMs (Daley et al., 1999; Schuster, 2002;
Wheeler & Collins, 2003). Nursing studies have
investigated the effectiveness of CMs that diagramed
physiological aspects of nursing care in highly structured institutional settings only. The use of CMs in
learning to create and evaluate the plan of nursing care
in community settings has not been empirically tested.
Purpose
The purpose of this study was to evaluate the effectiveness of concept mapping as a learning strategy for
junior-level baccalaureate nursing students to plan and
evaluate nursing care during a community-based mental
health course.
Research Questions
1. Is there a difference in the CMs of care plans at the
beginning and end of the course?
2. What are students’ self-evaluations of their learning
and satisfaction with use of concept mapping?
Methods
Design and Sample
A quasi-experimental pre- and posttest design was used
to examine the content and differences of CMs of care
plans constructed by junior-level baccalaureate nursing
students (n = 23) at a Midwest metropolitan university.
Students created the CMs at the beginning and end of a
community-based clinical experience during a 16-week
mental health course in spring 2004. This was the third
clinical course for students, who had prepared traditional care plans in the prior two courses. In addition,
for this study, students completed a questionnaire
reporting their self-assessed learning and level of
satisfaction with use of CMs.
Student and Faculty Training
Measuring the Effectiveness of CMs
The effectiveness of CMs in student learning has been
indirectly measured by higher scores on multiple-choice
Because concept mapping was a new learning strategy
for faculty and students, 11 course and clinical faculty
and 23 students took part in a comprehensive training
CONCEPT MAPPING
program. To help students and faculty develop skills
in concept mapping, the faculty initiated a 2-phase
education plan. First, in the semester prior to student
use, an expert on concept mapping presented a half-day
seminar to nursing faculty about the theoretical underpinnings and purpose of concept mapping in nursing
education. Faculty then devised a plan for student
preparation, course expectations, and evaluation of
concept mapping. Second, to further meet the need for
knowledge and skill development, a nationally recognized expert in concept mapping within communitybased nursing education presented a 1-day workshop
for students and faculty at the beginning of the course.
The workshop provided the opportunity to learn about
and practice creating CMs.
As an in-class activity after the workshop, students
practiced concept mapping to identify nursing diagnoses and supporting subjective and objective data,
nursing interventions, including teaching, client outcomes, and evaluation of nursing care. Case studies of
familiar, common client situations were presented to
determine the student’s baseline knowledge of the
complex components influencing the client’s health.
Students were divided into groups of three or four, and
each group was given a case study of a mental health
client, a large sheet of paper, and colored pencils.
Students worked together to illustrate the relevant
information from the case study. Instructions to
students were to do the following:
c
c
c
c
c
c
c
c
Identify the client as the central concept in the middle
of the page.
Add the client’s main health concern or reason for
seeking help.
From the main health concern, add two relevant
nursing diagnoses. The concepts can be contained
within circles or other shapes to differentiate them
from each other.
For each nursing diagnosis, list the subjective and
objective data, identified from the case study, that are
associated with the diagnosis.
List current information about medical diagnosis, risk
factors and etiologies, diagnostic tests, treatments, and
medications under the appropriate nursing diagnoses.
List nursing interventions for each diagnosis. Interventions include key areas of assessment, procedures,
teaching, and therapeutic communication.
Add expected outcomes associated with the nursing
interventions for each nursing diagnosis.
Finally, draw lines between concepts to indicate
relationships. Link the concepts and related data by
different types of lines (e.g., arrows, bolded lines,
direct lines, or broken lines), depending on the nature
of the relationship. On each line, use words (such as
related to, contributes to, is necessary for) to explain
the relationship between linked concepts. Illustrations and shapes can be used to clarify concepts.
Develop a map key with codes to explain what each
color and illustration represent.
25
Students Use of CMs During the Course
During the course, students cared for clients from an
assigned community setting such as an adolescent
behavioral health center, substance abuse counseling
center, older adult day care center, and others. Students
each created eight CMs to identify the complex situations
and relationships of mental health clients in the community, prioritize client needs, develop and implement
interventions to meet the needs, and evaluate the
effectiveness of their nursing care.
Because students were not able to have prior contact
with their clients, they began developing the CMs the
day of their clinical experience. Students spent the day
with their clients to learn of clients’ concerns, difficulties, strengths, and adaptive strategies. Students also
reviewed written records to determine information
about the client’s health problems, medical history,
family relationships, and community resources used.
They gathered information on relevant medications,
treatments, and medical diagnoses. Then students
analyzed the assessment data and identified two nursing
diagnoses and interventions related to those diagnoses.
During pre- and postclinical conferences, students
discussed their CMs with faculty and peers. This activity
provided all students the opportunity to think out loud
about the accuracy and completeness of the relationships depicted on their CMs. Students used diagrams,
shapes, and color to code the parts of the nursing
process and included a key to explain their coding.
Students had several days after the clinical experience to
Table 1. CM Grading Criteria
A maximum of 20 points will be given for each CM. The
points will be awarded using the following criteria:
Item
The client’s main health concern is present.
Two clearly stated nursing diagnosis
(NANDA) are present.
Nursing diagnoses are prioritized for
the client.
Subjective and objective data support the
nursing diagnosis.
Short- and long-term goals for each
diagnosis are behaviorally stated with
time frames that are measurable
and realistic (NOC).
Nursing interventions relate to the nursing
diagnosis and are individualized to the
client (NIC).
Evaluation addresses if the short- and
long-term goals were met. Additionally,
indicate if the goal should be continued,
deleted, or replaced with another goal.
Teaching was relevant to the nursing
diagnosis and realistic.
Cross-links are present.
Maximum Points
Possible
1
2
2
2
4
2
4
2
1
26
HINCK ET AL
reflect and evaluate the effectiveness of their nursing
care before the CMs were due.
Students constructed eight CMs, but chose only two
CMs to receive grades. A tool was developed by the
nursing clinical faculty to evaluate the CMs based on the
presence of required elements of the care plan, as well as
whether the plan was appropriate for the client (Table 1).
Human Subjects Concerns
The university’s institutional review board approved the
study prior to data collection. Students were told that
the purpose of the study was to evaluate the effectiveness of concept mapping on student learning and that
neither participation nor nonparticipation would affect
their grades. Students signed a consent form granting
permission for their CMs and comments to be evaluated
and included in publications. All students in the course
were required to take part in the class activity of concept
mapping. However, those who did not wish to participate in the study would not have their CMs and
comments included in data analysis. Course instructors
did not know which students agreed or declined to
participate. All students in the course chose to participate in the study. An instructor removed student names
from papers and assigned codes, therefore investigators
did not have knowledge of which students created the
CMs. Additionally, students were asked to not place
names on the self-assessment of learning and satisfaction questionnaires.
Figure 1.
Measurement and Data Analysis
Scoring CMs
The first (n = 23) and seventh (n = 23) CMs for each
student were scored. These CMs will be referred to as
CM1 and CM7. The CMs scored by investigators may or
may not have been the same as the two CMs chosen by
students to receive grades. The investigators did not have
knowledge of which CMs were graded by instructors.
Investigators scored CMs by assigning points for the
presence of nine items: main health concern, two nursing
diagnosis, prioritization of diagnosis, supporting data,
short- and long-term goals, interventions, teaching,
evaluation of care, and cross-links (see Table 1). The
number of maximum points varied per item from 1 to 4
for 20 total points for the CM. Because the investigator
scoring the CMs did not know the clinical situations,
the investigator did not make judgments about the
appropriateness of the care plan. An example of a CM,
based on student work and minus identifying information, is included in Figure 1.
To establish reliability of findings, two investigators scored all CMs, and the level of agreement was
determined by number of agreements divided by number
of possible agreements. For this process, the two
investigators randomly chose and independently scored
the same three CMs. The investigators discussed identification and scoring of unlabeled items and the minimum
acceptable level of detail for acceptance of items, and
agreement was reached. Then, three additional CMs were
CM of care plan.
CONCEPT MAPPING
27
randomly chosen, independently scored by both investigators, and discussed. Agreement on individual items of
the six CMs ranged from .44 to .70. The remaining
40 CMs were independently scored with an agreement on
items ranging from .41 to 1.0 (mean of .84 for all items).
Lower agreement ratings on the items identification of
goals (CM1 = .53, CM7 = .87) and evaluation of care
(CM1 = .41, CM7 = .83) were a result of continued
differences in recognition of unlabeled items. In addition,
identification of cross-links (CM1 = .59, CM7 = .59) had
lower rater agreement because of differences in interpretation of whether a line was a link or cross-link. Two
investigators scored all CMs; however, only one investigator’s scores were used in data analysis.
Student Satisfaction and Self-Assessment of
Learning Questionnaire
A questionnaire to evaluate students’ satisfaction with
the presentation of CMs and their learning was
administered during class time at the end of the
course. Based on the Student Assessment of Learning
Gains Instrument (Wisconsin Center for Education
Research, 1997), the investigators developed a 21-item
questionnaire consisting of 20 five-point Likert scale
items that determined amount of learning (5 = great
amount, 4 = moderate amount, 3 = fair amount, 2 =
minimal amount, 1 = none). In addition, an open-ended
question asking if there was anything else about
learning with the use of concept mapping they would
like to say. Three doctorate-prepared investigators, who
were not involved in data collection and analysis,
reviewed a draft of the questionnaire for clarity,
appropriateness of the content, format, and style.
Students rated in-class practice (Item 3: M = 3.78, SD =
0.74; Item 4: M = 3.74, SD = 0.81) most favorably and
least favored reading assignments (Item 5: M = 2.65,
SD = 1.34) to learn how to create CMs. Satisfaction with
grading of maps was high (Item 8: M = 3.96, SD = 0.93),
and feedback was appreciated (Item 9: M = 3.96, SD =
0.71). Students said CMs improved thinking ability
(Item 12: M = 3.08, SD = 1.09), preparation for the real
world (Item 13: M = 3.04, SD = 0.83), and ability to
understand complex situations in the community (Item
14: M = 3.17, SD = 0.98). Students believed that CMs
helped them create their care plan for clients in the
community (Items 16–19: M range = 3.22–3.56, SD
range = 0.84–1.09) and enhanced their overall learning
(Item 20: M = 3.26, SD = 1.06).
Four students wrote comments on the questionnaire
(two were in favor of concept mapping and two did not
like the activity). Students’ positive comments about
concept mapping included: bI really liked the concept
map and feel I benefited from doing them. I think they
should be continuedQ and bI liked the concepts. The
feedback we got on them was very useful.Q Two of the
students struggled with CMs as evidenced by these
comments: bIt is difficult to get what I’m thinking into
a concept mapQ and bConcept maps were a hassle and a
burden. I learned from the process of writing things down
but not from putting it into a concept map and connecting
things. I would prefer to go back to care plans.Q
An additional recommendation by students was to
allow adequate time for concept mapping. Many
students said they spent 3 hours or more preparing
the CMs.
Discussion
Data Analysis
Analysis was conducted with SPSS 12.0 (SPSS, Chicago,
IL). A paired samples t test was used to compare CM
mean scores at the beginning and end of the course
(CM1 = CM7). Student self-evaluation of learning and
satisfaction questionnaires were evaluated by calculating the means and standard deviations of each of the
20 Likert items. Students’ qualitative written responses
on the final questionnaire item were analyzed for
common themes.
Results
Students’ CM scores improved (CM1: M = 17, range
8–20; CM7: M = 19, range 16–20), with no students
decreasing scores. Means of the first (CM1: M = 15.35,
SD = 2.95) and the second set (CM7: M = 17.39, SD =
1.12) of CMs were calculated, out of 20 possible points.
A significant increase in comprehensiveness of CMs over
the course was found (t = 3.01, df = 22, P = .006), with
less variation among student scores, as evidenced by the
standard deviation.
Select results of the questionnaire are reported, with
higher scores (1–5 range) indicating greater satisfaction.
This study supported concept mapping as a learning
strategy for nursing students in community settings and
extended knowledge in community-based nursing education. As with all studies with small samples, generalization of findings must be made cautiously. However,
this study adds to the growing body of knowledge that
suggests concept mapping improves students’ abilities to
see patterns and relationships. Prior research suggested
that CMs may help nursing students prepare for clinical
experiences in hospital settings (Daley et al., 1999;
Wheeler & Collins, 2003), settings in which the focus of
care is often on physiological symptoms and medical
treatments, many of which can be gleaned or at least
confirmed with the medical record. Community settings
require different nursing skills because resources may
be more varied and the solutions to problems abstract.
A greater number of factors may affect the response to
teaching and other interventions in the community. An
instructor attested to the practical value of concept
mapping in community settings when she said, bThe
CMs gave a holistic picture of the clients and the
complexity of their life circumstances. It became clear
why many of the clients’ problems were so difficult
to resolve.Q
28
Students had stronger preferences when rating their
satisfaction with how CMs were presented and scored in
class, than when self-assessing how much CMs improved their learning. This may possibly suggest
students are either unsure of how to self-assess learning
or unaware that learning occurred. However, their skills
in creating CM care plans significantly improved during
the course.
Overall, students did not have difficulty identifying the
components of the nursing care plan, probably because
they had prepared traditional care plans for two prior
courses. This was an advantage for students because
they knew the elements of a nursing diagnosis, appropriate interventions, and how to write behavior and time
specific outcome goals. It is notable that the students’
ability to see relationships improved after only one
course using concept mapping although students had
created care plans for two prior courses. Concept mapping expanded students knowledge beyond what they
learned during two courses using traditional care plans.
Investigators have suggested that an increase in
complexity in CMs indicates an increase in conceptual
and critical thinking (Daley et al., 1999; Wheeler &
Collins, 2003) and may be an indirect measure of
clinical performance. Students are more adept at
creating CMs with practice and feedback; however,
further research is warranted to examine how and to the
extent that concept mapping may improve clinical
practice. Additional strategies to directly and indirectly
measure the effectiveness of CMs are needed.
Some students’ dissatisfaction with concept mapping
may be related to the learning style of the students.
Mueller et al. (2001) suggested that concept mapping
may be more difficult for persons who are linear
thinkers, and their CMs will appear as a flowchart
form. In addition, because concept mapping is a graphic
technique, students with visual learning styles may
prefer this method more than do students with strong
auditory or kinetic learning styles. Therefore, concept
mapping is only one of the multiple learning techniques
that can be employed. Further study may explain why
some students prefer the visual diagramming of care
plans, and others prefer the more linear presentation
of information.
Students commented that the CMs took a large
amount of time, often more than 3 hours, to construct.
Others also received feedback that concept mapping was
time-consuming (Daley et al., 1999; Schuster, 2000) and
overwhelming at first (Baugh & Mellott, 1998; Wheeler
& Collins, 2003). Concept mapping may become easier
and faster with practice. This was the first time the
students had created CMs and their abilities may
continue to increase.
Novak (1990) suggested that skill in use of CMs may
develop over 1–2 years. He reported that for 2–4 weeks
after CMs were initiated with university students, a
decline in learning was seen as measured by standard
written exams, and then, test scores increased. Concept
mapping skills may initially develop over one semester,
HINCK ET AL
as found in our study and others (Daley et al., 1999;
Rooda, 1994; Wheeler & Collins, 2003), and then
improve. Longitudinal studies may show whether
improvements in identifying pertinent factors in situations continue or increase in months and years.
Instructors recommended placing the client, rather
than the client’s main health concern, in the center of
the CM to more accurately show relationships. The
main concern, health history, family, environment, and
other concepts flow from the client. Some information
that is important to understanding the client may not
be related to the main health concern. Therefore,
CMs with the client as the focus may show a more
complete picture of assessment. An instructor commented, bAfter reading the CM, I felt like I really knew
this client instead of just knowing a diagnosis about
the client.Q
Whether and how to grade CMs is controversial. CMs
are a visual way students demonstrate learning, making
CMs attractive as a method of measurement. However,
some educators caution against grading CMs because it
can inhibit creativity and learning. Students may
structure their maps to meet the grading criteria and,
thus, not expand their thinking to the greatest extent
possible. To encourage students to try out different
representations, students may be given few instructions
and full freedom in mapping their perceptions of a
client (All & Havens, 1997).
Conversely, if students are given guidelines and
examples, they may have a better understanding of
how to view the client from a holistic nursing
perspective. Many nursing students have a good
understanding of anatomy, physiology, and pharmacology learned in prior coursework and, therefore, may
emphasize these concepts. Because students are novices
in nursing care, they need guidance about what
elements to include in the care plan. Instructor feedback
can then draw attention to any undeveloped areas. It
can be demoralizing to students if instructors give few
instructions and then extensive feedback of what should
have been included.
Methods of grading CMs include assigning points for
the number of concepts, hierarchies, and cross-links
(Daley et al., 1999; Rafferty & Fleschner, 1993), and as
in our study, the elements of the care plan. Evaluating
the quality and appropriateness of a care plan is a
subjective process. Achieving consistency in grading is
difficult, as evidenced by our low interrater agreement
of some items, and may contribute to why some
educators prefer not to grade CMs. Standardizing
scoring with multiple clinical instructors is a challenge.
In this study, the three clinical instructors worked
together closely to achieve consistency. Weekly discussions provided the opportunity to share how they
evaluated CMs. Areas of concern for them included the
level of acceptable detail and wording of CMs. For
example, instructors required that students provide the
detail of specific client behaviors rather than simply
stating that the goals were met.
CONCEPT MAPPING
29
Conclusion
Based on a review of the literature, this study is the first
to examine the effectiveness of CMs to plan and evaluate
nursing care in community settings. The comprehensiveness of students’ care plans improved when they
diagramed the main concepts and relationships between
concepts. Further, most students were satisfied with this
strategy to learn how their clients’ health existed in
context to a situation. Because nursing care in the
community is often complex and changes in each setting,
students are best served if they are helped to learn how to
process new information rather than memorize care
required in a specific setting. With concept mapping, the
focus is on facilitating learning rather than teaching
facts. Concept mapping is an effective learning strategy
to help students apply new knowledge and skills to
clients with complex health-care needs.
Acknowledgments
The research and development activities undertaken in
this project were part of the 2003–2004 Teaching
Fellowship Program hosted by the Academic Development Center at Missouri State University.
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