概念图及其在护理教学中的应用现状

阐述了概念图概念及特点、概念图分类及制作分类、概念图的理论基础,从概念图在护理教学中应用的必要性及护理师生的态度、概念图在护理教学中的应用现状、概念图在护理教学中应用的启示综述了概念图在护理教学中的应用现状.     

概念图及其在护理教学中的应用现状

阐述了概念图概念及特点、概念图分类及制作分类、概念图的理论基础,从概念图在护理教学中应用的必要性及护理师生的态度、概念图在护理教学中的应用现状、概念图在护理教学中应用的启示综述了概念图在护理教学中的应用现状。     

概念图在案例教学中促进自主学习的实践研究

目的 探讨概念图在案例教学中促进自主学习的合理方法及效果.方法 选取我校护理本科生47人,在外科护理食管癌病例分析中应用概念图教学法.教学开始前后应用自制问卷调查学生对概念图的认知状况,教学后采用自编问卷测评学生对概念图的教学效果的评价.结果 教学后学生对概念图的认知状况有所提升,学生对概念图教学总体持肯定态度.结论 概念图用于案例教学可提高学生学习兴趣,促进学习动机,促进学生自主学习,使学生学会学习.     

概念图法在护理研究中的应用——以居家安宁疗护障碍因素分析为例

概念图法是一种被广泛应用的混合性研究方法,实施步骤包括:前期准备、产生声明、声明结构化、概念图分析、解读概念图和概念图应用.目前,该方法在国内护理领域中应用尚少.本文以一项居家安宁疗护的研究为例,探讨概念图法在护理科研中的应用过程,以期为今后在护理领域运用概念图法提供参考.     

概念图在护理领域的应用现状

对概念图的理论基础、组成部分、发展过程及其在护理中的应用现状进行综述,重点对国内首次对概念图的评价标准及概念图与其他相关教学模式的联系进行分析,提出护理人员在应用概念图时要注重对概念图的评价,在相对标准化的评价中发现问题,进一步促进概念图在护理领域的规范化应用。     

概念图及其在护理中应用的研究进展

综述了概念图的特点,对概念图应用于护理领域存在的优点、缺点进行了论述,并对概念图在护理中的应用前景进行了展望。     

概念图在糖尿病患者护理查房中的应用

目的:探讨概念图在糖尿病患者护理查房中的应用效果。方法:建立概念图查房模式,观察概念图应用效果。结果 :概念图清晰直观展现患者护理问题,便于护理人员把握护理重点,为患者提供个体化的护理措施。结论:概念图的应用优化了护理服务流程,提高了护理质量。     

临床教学中应用概念图对提高学生评判性思维能力的研究

目的研究概念图用于护理临床教学对培养学生评判性思维能力和临床护理决策能力的价值。方法概念图在课堂中用作个案护理教学策略,要求即将毕业的30名学生对心力衰竭患者的主要健康问题、重要的评估发现、恰当的护理诊断和干预措施建立初始和修正的概念图,并对每名学生初始和修正的概念图采用Schuster的概念图量化评分工具进行评分。结果用Microsoft Word制作某一同学绘制的最佳初始和修正概念图,初始和修正概念图的得分在生理问题、教育需求和治疗或护理干预方法等方面差异有显著性统计学意义（P〈0．01）。结论概念图是一种有效的临康护理教学策略,可有效提高学生的评判性思维和临床护理决策能力。     

概念图教学法在护理本科生临床教学实习中的应用

目的 探讨在护理本科生临床教学实习中应用概念图教学的方法与效果.方法 选择35名三年级护理本科生,在临床护理学课程“活动/休息”部分的临床教学实习过程中应用概念图教学法.教学结束后,采用自行设计的问卷评价学生对概念图教学法的态度及评价.结果 学生对概念图教学活动实施效果的评价和态度得分最低为(4.77+1.03)分,最高为(5.57-0.61)分.结论 概念图是有效的临床教学方法,学生对概念图教学法持肯定态度.     

概念图教学法及其在护理临床实习中的应用

目的 探讨概念图教学法及其在护理临床实习中的应用.方法 为提高护生学习的效率和护理临床实习的质量,将概念图引入护生护理实习过程,加强护生掌握护理理论知识,提高护理实践能力.结果 通过3个步骤完成概念图教学过程,首先是带教老师的教学过程,将护理过程中涉及到的基本理论知识和护理临床知识结合进行教学分析,通过构建全局的概念图展现护理过程中的理论教学知识,构建许许多多具体的微观概念图来表达护理临床中具体的护理过程,用于把握理论教学知识和临床护理知识之间的相互联系和主次关系.其次在学习的各个环节中,预习、听讲、笔记、临床实习等运用概念图将所学知识表达出来.最后,对概念图教学法的教学效果进行评价.结论 运用概念图教学法能够有效地将护生的护理理论知识转换为护理临床实践能力.     

概念图在护理教学中的研究现状及进展

对概念图的基本概念、特征以及目前在护理教学过程中的应用及研究进行综述,从而为概念图的广泛应用奠定理论基础,提供方法论指导.     

Learning style preference and student aptitude for concept maps

Acknowledging that individuals' preferences for learning vary, faculty in an undergraduate nursing program questioned whether a student's learning style is an indicator of aptitude in developing concept maps. The purpose of this research was to describe the relationship between nursing students' learning style preference and aptitude for concept maps. The sample included 120 undergraduate students enrolled in the adult health nursing course. Students created one concept map and completed two instruments: the Learning Style Survey and the Concept Map Survey. Data included Learning Style Survey scores, grade for the concept map, and grade for the adult health course. No significant difference was found between learning style preference and concept map grades. Thematic analysis of the qualitative survey data yielded further insight into students' preferences for creating concept maps.     

Integrating clinical experiences into the concept mapping process

Clinical nursing education allows students to integrate classroom theory into clinical practice. The process of concept mapping allows the student to synthesize clinical experiences by continually modifying a preconference diagram or map. Through faculty support and guidance, the student can incorporate assessment data, research findings, and individual values and beliefs into the concept map. Postconference discussion provides opportunities for the student to complete a final evaluation of the learning process. The author discusses ways a concept map can change throughout the clinical day as the student gains knowledge and confidence through patient interaction.     

概念图在培养护理本科学生评判性思维能力中的应用

目的 探讨概念图的临床教学对护理本科学生评判性思维能力的影响.方法 在妇产科教学中应用概念图进行教学,在概念图的临床教学前后用中文版评判性思维倾向量表测量并比较32名护理本科学生的评判性思维能力.结果 采用概念图教学后学生的评判性思维能力总分、开放思想和系统化能力维度得分较干预前提高,差异具有统计学意义(P＜0.01或...     

概念构图教学法及其在护理教育中的应用

概念图是一种在国外特别是欧美国家广为盛行的教学策略,可以切实提高教师的教学效果,有效地改变学生的认知方式,促进学生的意义学习。现就概念图的定义、理论基础、特征、制作方法、作用及其在护理教育中的应用进行阐述,以期推动概念构图教学法在护理教育中的应用与研究。     

Concept mapping the change of a surgical wound dressing

Changing a surgical wound dressing is a traditional nursing task that incorporates many areas of nursing knowledge. This article describes the construction of a concept map to sort the subjective, objective and constructed knowledge required to perform this task with optimal wound healing the goal. Critical thinking is used to select and exclude information. The use of concept maps as a tool to synthesise knowledge is discussed as is how the chosen concept incorporates the art and science of nursing care. The concept map displays the wholistic assessment of the client and use of nursing knowledge to determine and promote wound healing.     

Using concept maps to optimize the composition of collaborative student groups: a pilot study

AIM: The aim of this paper is to stimulate interest in the practical classroom application of concept mapping strategies as an approach that teachers can easily use to enhance collaborative learning. BACKGROUND: Concept mapping has been developed as a tool to support meaningful learning. However, much of the research literature fails to explain how concept maps might be most gainfully employed within the classroom. As a result, concept mapping is a tool that is under-used. METHODS: Students on a postgraduate teacher preparation programme for nurses were arranged in triads on the basis of the morphology of individually-produced concept maps for the topics of 'genetics' and 'pathogenic microbes'. They were arranged in heterogeneous triads to produce a consensus map for 'pathogenic microbes', and then in homogeneous triads to produce a consensus map for 'genetics'. The number of acceptable propositions found in their individual maps was compared with the number found in the consensus group maps, and gain scores were calculated for each participant. FINDINGS: Participants arranged in triads of individuals having very different knowledge structures were found to make a greater improvement than those arranged in triads composed of individuals with qualitatively similar knowledge structures. CONCLUSIONS: The study was undertaken with a very small sample and only looked at two topic areas. However, the findings support the idea that collaborative groups work most effectively when individuals within the group bring different perspectives to a problem, and that this perspective can be usefully identified within the classroom environment as variations in concept map morphology.     

Using a constructivist approach with online concept maps: relationship between theory and nursing education

Concept maps have been used in nursing education as a method for students to organize and analyze data. This article describes an online course that used concept maps and self-reflective journals to assess students' thinking processes. The self-reflective journals of 21 students collected over two semesters were qualitatively examined. Three major themes emerged from students' use of concept maps: 1) factors influencing the map creation, 2) developmental learning process over time, and 3) validation of existing knowledge and construction of new knowledge. The use of concept maps with reflective journaling provided a learning experience that allowed students to integrate content consistent with a constructivist paradigm. This integration is a developmental process influenced by the personal preferences of students, concept map design, and content complexity. This developmental process provides early evidence that the application of concept mapping in the online environment, along with reflective journaling, allows students to make new connections, integrate previous knowledge, and validate existing knowledge.     

概念图在护理教学中的应用研究

从概念图的概念、分类、制作、研究现状及进展、在护理教学中的应用等方面进行了综述。