College of Nursing, University of Utah, Salt Lake City, Utah 84112, USA.
J Nurs Educ. 2012 Mar;51(3):155-9. doi: 10.3928/01484834-20120127-01. Epub 2012 Jan 27.
Conceptual teaching in nursing education offers benefits over traditional content and fact-laden curricula, including the development of cognitive skills necessary for knowledge transfer across contexts and the ability to transform students into lifelong learners. The recent focus on active and learner-centered teaching techniques does not equate to learning conceptually, although it is a positive move away from teacher-centered techniques. A paucity of educational nursing literature exists that delineates both the theory and methods used to teach conceptually. We present a semiotic framework for teaching conceptually, in addition to outlining three core components necessary for conceptual learners: addressing misconceptions, developing enduring understandings, and acquiring metacognitive skills. Five teaching methods that are particularly fitting for concept-based curricula and useful across all program levels are described and outlined. Active and learner-centered activities can also be designed and adapted to develop the mindset necessary to learn conceptually.
护理教育中的概念教学优于传统的内容和事实丰富的课程，包括发展跨情境知识转移所需的认知技能，以及将学生转变为终身学习者的能力。最近对主动和以学习者为中心的教学技术的关注并不等同于概念学习，尽管它是一种远离以教师为中心的技术的积极举措。现有的教育护理文献很少描述用于概念教学的理论和方法。我们提出了一种符号学框架来进行概念教学，此外还概述了概念学习者所需的三个核心组成部分：纠正误解、发展持久理解和获得元认知技能。描述并概述了五种特别适合基于概念的课程且在所有项目级别都有用的教学方法。还可以设计和改编主动和以学习者为中心的活动，以培养进行概念学习所需的思维模式。
