Download or read book A Teaching Intervention on Concept Maps to Increase the Critical Thinking Skills Among Undergraduate Nursing Students written by Annie Mathew and published by . This book was released on 2011 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Teaching Intervention on Concept Maps to Increase the Critical Thinking Skills Among Undergraduate Nursing Students written by Annie Mathew and published by . This book was released on 2011 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Nursing Care Plans Versus Concept Mapping in the Enhancement of Critical Thinking Skills in Nursing Students Enrolled in a Baccalaureate Degree Nursing Program written by Tina Sinatra-Wilhelm and published by . This book was released on 2010 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this ongoing practice change project is to ascertain the effectiveness of concept mapping as a teaching strategy to facilitate critical thinking skills in the baccalaureate level nursing student. An in-depth literature review of topics related to the concept of critical thinking was performed. The research identifies several strategies to improve critical thinking in students as well as in new graduate nurses. All of the studies performed identified some degree of dissatisfaction with the critical thinking skills of nursing students in the beginning of their careers as student nurses or the critical thinking skills of new graduate nurses. Recommendations for further research on the concept of critical thinking and methods for enhancement is recommended by all of the research studies identified. Many of the studies discussed critical thinking skills in the student in the beginning and at the end of their nursing programs in order to improve critical thinking in students and also to provide recommendations for curriculum revision involving critical thinking (Spelic, Parsons, Hercinger, Andrews, Parks, & Norris, 2001, Shin, Lee, Ha & Kim, 2006, Hoffman, 2006, Paul, 1995, Khosravani, Manoochehri, & Memarian, 2005, Castellino & Scheuster, 2005, King & Shell, 2002). Among many of those recommendations was the use of concept mapping to improve critical thinking skills. The nursing process is currently being utilized in the proposed research setting with the completion level students. The current practice change project compares the utilization of the nursing care plan and concept mapping as a teaching strategy to enhance critical thinking skills in baccalaureate level nursing students in the clinical setting." -- Abstract.
Download or read book The Effectiveness of Concept Mapping as an Educational Tool to Enhance Critical Thinking Skills in Undergraduate Nursing Students written by Sarah Lawson and published by . This book was released on 2012 with total page 49 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Use of Concept Maps as a Guide to Critical Thinking in Undergraduate Nursing Students written by Mary P. Lange and published by . This book was released on 2010 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Evaluation and Testing in Nursing Education written by Marilyn H. Oermann, PhD, RN, ANEF, FAAN and published by Springer Publishing Company. This book was released on 2009-05-18 with total page 463 pages. Available in PDF, EPUB and Kindle. Book excerpt: Designated a Doody's Core Title and Essential Purchase! "Without question, this book should be on every nurse educator's bookshelf, or at least available through the library or nursing program office. Certainly, all graduate students studying to be nurse educators should have a copy." --Nursing Education Perspectives "This [third edition] is an invaluable resource for theoretical and practical application of evaluation and testing of clinical nursing students. Graduate students and veteran nurses preparing for their roles as nurse educators will want to add this book to their library." Score: 93, 4 stars --Doody's "This 3rd edition. . . .has again given us philosophical, theoretical and social/ethical frameworks for understanding assessment and measurement, as well as fundamental knowledge to develop evaluation tools for individual students and academic programs." -Nancy F. Langston, PhD, RN, FAAN Dean and Professor Virginia Commonwealth University School of Nursing All teachers need to assess learning. But often, teachers are not well prepared to carry out the tasks related to evaluation and testing. This third edition of Evaluation and Testing in Nursing Education serves as an authoritative resource for teachers in nursing education programs and health care agencies. Graduate students preparing for their roles as nurse educators will also want to add this book to their collection. As an inspiring, award-winning title, this book presents a comprehensive list of all the tools required to measure students' classroom and clinical performance. The newly revised edition sets forth expanded coverage on essential concepts of evaluation, measurement, and testing in nursing education; quality standards of effective measurement instruments; how to write all types of test items and establish clinical performance parameters and benchmarks; and how to evaluate critical thinking in written assignments and clinical performance. Special features: The steps involved in test construction, with guidelines on how to develop test length, test difficulty, item formats, and scoring procedures Guidelines for assembling and administering a test, including design rules and suggestions for reproducing the test Strategies for writing multiple-choice and multiple-response items How to develop test items that prepare students for licensure and certification examinations Like its popular predecessors, this text offers a seamless blending of theoretical and practical insight on evaluation and testing in nursing education, thus serving as an invaluable resource for both educators and students.
Download or read book Concept Mapping in Mathematics written by Karoline Afamasaga-Fuata'i and published by Springer Science & Business Media. This book was released on 2009-04-21 with total page 339 pages. Available in PDF, EPUB and Kindle. Book excerpt: Concept Mapping in Mathematics: Research into Practice is the first comprehensive book on concept mapping in mathematics. It provides the reader with an understanding of how the meta-cognitive tool, namely, hierarchical concept maps, and the process of concept mapping can be used innovatively and strategically to improve planning, teaching, learning, and assessment at different educational levels. This collection of research articles examines the usefulness of concept maps in the educational setting, with applications and examples ranging from primary grade classrooms through secondary mathematics to pre-service teacher education, undergraduate mathematics and post-graduate mathematics education. A second meta-cognitive tool, called vee diagrams, is also critically examined by two authors, particularly its value in improving mathematical problem solving. Thematically, the book flows from a historical development overview of concept mapping in the sciences to applications of concept mapping in mathematics by teachers and pre-service teachers as a means of analyzing mathematics topics, planning for instruction and designing assessment tasks including applications by school and university students as learning and review tools. This book provides case studies and resources that have been field tested with school and university students alike. The findings presented have implications for enriching mathematics learning and making problem solving more accessible and meaningful for students. The theoretical underpinnings of concept mapping and of the studies in the book include Ausubel’s cognitive theory of meaningful learning, constructivist and Vygotskian psychology to name a few. There is evidence particularly from international studies such as PISA and TIMSS and mathematics education research, which suggest that students’ mathematical literacy and problem solving skills can be enhanced through students collaborating and interacting as they work, discuss and communicate mathematically. This book proposes the meta-cognitive strategy of concept mapping as one viable means of promoting, communicating and explicating students’ mathematical thinking and reasoning publicly in a social setting (e.g., mathematics classrooms) as they engage in mathematical dialogues and discussions. Concept Mapping in Mathematics: Research into Practice is of interest to researchers, graduate students, teacher educators and professionals in mathematics education.
Download or read book How Do You Teach a Nursing Student Critical Thinking Skills written by Lynda M. Puhek and published by . This book was released on 2009 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Evidence Based Practice Workbook written by Paul P. Glasziou and published by John Wiley & Sons. This book was released on 2009-02-04 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Evidence-based Practice Workbook is an ideal tool for use by GPs, medical specialists and other healthcare professionals to learn the concepts of evidence-based practice (EBP). Practical and interactive, this workbook provides simple methods to help health professionals find and use the best evidence to answer clinical questions, developing their skills in: asking clinical questions searching for answers discriminating good from poor information and research using the answers to make clinical decisions. This attractive, colour workbook provides a clear explanation of EBP skills and concepts. Written by internationally respected authors, this expanded and updated edition has been developed from evidence-based practice workshops run by the Centre for Evidence-Based Medicine at the University of Queensland and Oxford, and contains information and exercises to help health professionals learn how to use EBP in their clinical practice.
Download or read book The Health Sciences Reasoning Test HSRT written by Noreen Facione and published by . This book was released on 2006-01-01 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Concept Care Maps on Critical Thinking in Baccaalureate Nursing Students written by Sarah Michelle Fry and published by . This book was released on 2011 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Fostering Critical Thinking in Undergraduate Nursing Students written by Kathleen A. LuPone and published by . This book was released on 2017 with total page 85 pages. Available in PDF, EPUB and Kindle. Book excerpt: Results from previous studies indicated nursing students needed to further develop critical thinking (CT) - especially with respect to employing it in their clinical reasoning. Thus, the study was conducted to support development of students' CT in the areas of inference subskills that could be applied as they engaged in clinical reasoning during course simulations. Relevant studies from areas such as CT, clinical reasoning, nursing process, and inference subskills informed the study. Additionally, the power of simulation as an instructional technique along with reflection on those simulations contributed to the formulation of the study. Participants included junior nursing students in their second semester of nursing school. They completed a pre- and post-intervention Critical Thinking Survey, reflective journals during the course of the intervention, and interviews at the conclusion of the study. The intervention provided students with instruction on the use of three inference subskills (Facione, 2015). Moreover, they wrote reflective journal entries about their use of these skills. Quantitative results indicated no changes in various CT measures. By comparison, qualitative data analysis of individual interviews and reflective journals showed students: applied inference subskills in a limited way; demonstrated restricted clinical reasoning; displayed emerging reflection skills; and established a foundation on which to build additional CT in their professional roles. Limitations of the study included time - length of the intervention and limited power of the instruction - depth of the instruction with respect to teaching the inference subskills. Discussion focused on explaining the results. Implications for teaching included revision of the instruction in inference subskills to be more robust by extending it over time, perhaps across courses. Additionally, use of a flipped instructional process was discussed in which students would learn the subskills by viewing video modules prior to class and then are guided to apply their learning in classroom health care simulations. Implications for research included closer examination of the development of CT in clinical reasoning to devise a developmental trajectory that might be useful to understand this phenomenon and to develop teaching strategies to assist students in learning to use these skills as part of the clinical reasoning process.
Download or read book Learning Creating and Using Knowledge written by Joseph D. Novak and published by Routledge. This book was released on 2010-02-02 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Learning Creating and Using Knowledge written by Joseph Donald Novak and published by Taylor & Francis. This book was released on 2010 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt: Fully revised and updated, this second edition updates Novak's 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. It is essential reading for educators at all levels and corporate managers who seek to enhance worker productivity.
Download or read book Concept Mapping in Mathematics written by Karoline Afamasaga-Fuata'i and published by Springer. This book was released on 2009-03-05 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: Concept Mapping in Mathematics: Research into Practice is the first comprehensive book on concept mapping in mathematics. It provides the reader with an understanding of how the meta-cognitive tool, namely, hierarchical concept maps, and the process of concept mapping can be used innovatively and strategically to improve planning, teaching, learning, and assessment at different educational levels. This collection of research articles examines the usefulness of concept maps in the educational setting, with applications and examples ranging from primary grade classrooms through secondary mathematics to pre-service teacher education, undergraduate mathematics and post-graduate mathematics education. A second meta-cognitive tool, called vee diagrams, is also critically examined by two authors, particularly its value in improving mathematical problem solving. Thematically, the book flows from a historical development overview of concept mapping in the sciences to applications of concept mapping in mathematics by teachers and pre-service teachers as a means of analyzing mathematics topics, planning for instruction and designing assessment tasks including applications by school and university students as learning and review tools. This book provides case studies and resources that have been field tested with school and university students alike. The findings presented have implications for enriching mathematics learning and making problem solving more accessible and meaningful for students. The theoretical underpinnings of concept mapping and of the studies in the book include Ausubel’s cognitive theory of meaningful learning, constructivist and Vygotskian psychology to name a few. There is evidence particularly from international studies such as PISA and TIMSS and mathematics education research, which suggest that students’ mathematical literacy and problem solving skills can be enhanced through students collaborating and interacting as they work, discuss and communicate mathematically. This book proposes the meta-cognitive strategy of concept mapping as one viable means of promoting, communicating and explicating students’ mathematical thinking and reasoning publicly in a social setting (e.g., mathematics classrooms) as they engage in mathematical dialogues and discussions. Concept Mapping in Mathematics: Research into Practice is of interest to researchers, graduate students, teacher educators and professionals in mathematics education.
Download or read book Issues in Nursing Research Training and Practice 2013 Edition written by and published by ScholarlyEditions. This book was released on 2013-05-01 with total page 1155 pages. Available in PDF, EPUB and Kindle. Book excerpt: Issues in Nursing Research, Training, and Practice: 2013 Edition is a ScholarlyEditions™ book that delivers timely, authoritative, and comprehensive information about Nurse Practitioners. The editors have built Issues in Nursing Research, Training, and Practice: 2013 Edition on the vast information databases of ScholarlyNews.™ You can expect the information about Nurse Practitioners in this book to be deeper than what you can access anywhere else, as well as consistently reliable, authoritative, informed, and relevant. The content of Issues in Nursing Research, Training, and Practice: 2013 Edition has been produced by the world’s leading scientists, engineers, analysts, research institutions, and companies. All of the content is from peer-reviewed sources, and all of it is written, assembled, and edited by the editors at ScholarlyEditions™ and available exclusively from us. You now have a source you can cite with authority, confidence, and credibility. More information is available at http://www.ScholarlyEditions.com/.
Download or read book Augmenting Health and Social Care Students Clinical Learning Experiences written by Stephen Billett and published by Springer. This book was released on 2019-02-25 with total page 402 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited volume offers a range of insights about, practices of and findings associated with enrichening health and social care students’ learning by their engagement in educational processes during and after the completion of their practicum experiences in health and social care settings. That is, using post-practicum intervention to augment and enrich those learning experiences. The collected contributions here draw on the processes of trialing and evaluating educational processes that aimed to enrich those practicum experiences for purposes of improving students’ understandings, abilities to address patients’ needs, and health and social care related dispositions. These processes and findings from these processes across medical, nursing, midwifery, physiotherapy, pharmacy, exercise physiology, dietetic and speech pathology education speak directly to educators in both clinical and educational settings in the health and social care sectors. These messages, which arise from educators and clinicians enacting and evaluating these interventions, offer practical suggestions as well as conceptual advances. The reach of the accounts of processes, findings and evaluations is not restricted to this sector alone, however. The lessons provided through this edited volume are intended to inform how post-practicum interventions might be enacted across a range of occupational fields.
