Understanding Concepts and
the Conceptual Approach
Infusing Conceptual Learning Into the Classroom
North Carolina Associate Degree Nursing Council
Fall Conference October 23, 2007
Jean Foret Giddens, PhD APRN-BC, Associate Professor
College of Nursing , University of New Mexico
jgiddens@salud.unm.edu
Overview
 Foundations in Concepts
 Conceptual Approach in Nursing
 Conceptual Teaching and Learning
 Concept Based Curriculum
What is a Concept?
What is a Concept?
 A concept is an organizing principle or a unifying
classification of information.
 Concepts are “mental constructions representing
categories of information that contain defining
attributes” (Walker & Advant, 1988)
 Humans begin conceptual thinking at an early age.
Defining Attributes
 These are the “rules” or “parameters” used
to identify, define and recognize a concept.
 These are important because these rules
help all individuals or groups of individuals
universally recognize the concept.
Example:
Concepts as Categories
 What concepts do the shapes
below represent?
 What other concepts can
you identify?
Example:
Concepts as Categories
Concepts for Nursing Education
 Clarity
 Useful
 What are the Concepts for Nursing Practice?
 Concepts vs. Exemplars
 Concepts vs. Medical Diagnoses
Concept Definition and Exemplars
 Concept: Intracranial Regulation
 Definition:
 Mechanisms that impact intracranial processing and function
 Exemplars:
 Traumatic brain injury
 Seizures
 Stroke
Concept Development & Presentation
 Develop concepts according to template for
consistency
 Types of/Categories
 Populations at risk/personal risk factors
 Assessment
 Nursing Care
 Primary Prevention
 Secondary Prevention
 Collaborative Care
 Interrelated Concepts
Conceptual Learning
What is Conceptual Learning?
 Process by which students learn how to organize
information in logical mental structures.
 Focuses on organizing principles – the “cubby holes” in
which the mind organizes facts into ideas.
 The difference between concept and content focused
learning is… “the difference between facts of the
Alaska oil spill and an understanding of the
importance of environmental sustainability”
(Erickson, 1998 p. 50).
Promoting Conceptual Learning
Means……
 Focusing on big ideas – students anchor
to specifics.
 Fostering deep learning, and deep understanding
through connections and reflection (as opposed
to surface learning).
 Developing student-centered learning with a
purpose.
Teaching Conceptually
Focus is on Concept
Exemplars provide content knowledge
Application of content to interrelated concepts
Application of other content to the concept
Pulmonary
Edema
Anemia
RDS
Pnuemothorax
PE
AMI
Pneumonia
RSV
COPD
Asthma
Oxygenation
Example #1: Respiratory Failure
Case Study
Child – RF with Asthma
Adult – RF with COPD
 Risk Factors
 Risk Factors
 Clinical Onset
 Clinical Onset
 Presenting Clinical
 Presenting Clinical
Manifestations
 Collaborative Management
 Outcome
 Interrelated Concepts
Manifestations
 Collaborative Management
 Outcome
 Interrelated Concepts
Example #2
Long-term complications of DM
 Hypertension
 ASHD
 Renal Failure
 Diabetic
Retinopathy
 Peripheral
Neuropathy
 Peripheral Artery
Disease
 Students struggle to grasp the
long-term complications
associated with DM.
 Tendency is to focus on each
complication as separate entity
 What underlying concept or
concepts could explain this?
Example #3
Skill Acquisition: Securing an IV Catheter
 After starting an
IV, what steps are
necessary to
properly secure
the IV?
 What concept(s) apply?
Example #4
Cause and Effect Model
Motion
Sensory
Perceptual
Oxygenation
Perfusion
Elimination
Nutrition
Skin
Integrity
Pain
Other Teaching Strategies:
 Experiential Learning
 Games
 Jigsaw
 Role Play
 Virtual Experiential Learning (Neighborhood)
 Simulation Learning
 Rounds
 Concept Analysis
 Case Writing
Clinical Judgment Model (Tanner, 2006)
Linking to Nursing Research
oNoticing
oInterpreting
oResponding
oReflecting
Final Thoughts on Conceptual Learning
 A focus on concepts in itself does not guarantee
conceptual learning.
 Faculty must adopt active learning strategies to
enhance conceptual learning.
 Ideally, concepts are woven through all courses and
incorporated into clinical learning as well as didactic
courses.
Benefits of Conceptual Learning
 Content Management
 Concepts addressed across disease
categories and populations.
 Fosters systematic observations about events or
conditions that influence a problem.
 Emphasis on interrelated concepts
 Catalyst for challenging students to think at more
advanced levels.
 Meets the needs of diverse learners
Drawbacks
 It is different, thus faculty lack
understanding
 Faculty resistant to changes
 Requires a different level of organization
 Lack of literature detailing steps
 What about NCLEX?