Bressington Daniel T, Wong Wai-Kit, Lam Kar Kei Claire, Chien Wai Tong
School of Nursing, The Hong Kong Polytechnic University, Kowloon, Hong Kong.
Nurse Educ Today. 2018 Jan;60:47-55. doi: 10.1016/j.nedt.2017.09.019. Epub 2017 Oct 5.
Student nurses are provided with a great deal of knowledge within university, but they can find it difficult to relate theory to nursing practice. This study aimed to test the appropriateness and feasibility of assessing Novak's concept mapping as an educational strategy to strengthen the theory-practice link, encourage meaningful learning and enhance learning self-efficacy in nursing students.
This pilot study utilised a mixed-methods quasi-experimental design.
The study was conducted in a University school of Nursing in Hong Kong.
A total of 40 third-year pre-registration Asian mental health nursing students completed the study; 12 in the concept mapping (CM) group and 28 in the usual teaching methods (UTM) group.
The impact of concept mapping was evaluated thorough analysis of quantitative changes in students' learning self-efficacy, analysis of the structure and contents of the concept maps (CM group), a quantitative measure of students' opinions about their reflective learning activities and content analysis of qualitative data from reflective written accounts (CM group).
There were no significant differences in self-reported learning self-efficacy between the two groups (p=0.38). The concept mapping helped students identify their current level of understanding, but the increased awareness may cause an initial drop in learning self-efficacy. The results highlight that most CM students were able to demonstrate meaningful learning and perceived that concept mapping was a useful reflective learning strategy to help them to link theory and practice.
The results provide preliminary evidence that the concept mapping approach can be useful to help mental health nursing students visualise their learning progress and encourage the integration of theoretical knowledge with clinical knowledge. Combining concept mapping data with quantitative measures and qualitative reflective journal data appears to be a useful way of assessing and understanding the effectiveness of concept mapping. Future studies should utilise a larger sample size and consider using the approach as a targeted intervention immediately before and during clinical learning placements.
本科护理学生在大学期间学到了大量知识，但他们可能会发现难以将理论与护理实践联系起来。本研究旨在检验将诺瓦克概念图作为一种教育策略的适用性和可行性，以加强理论与实践的联系，鼓励有意义的学习，并提高护理专业学生的学习自我效能感。
本试点研究采用了混合方法准实验设计。
该研究在香港一所大学的护理学院进行。
共有40名三年级亚洲精神卫生护理预注册学生完成了该研究；概念图（CM）组12名，常规教学方法（UTM）组28名。
通过分析学生学习自我效能感的定量变化、分析概念图的结构和内容（CM组）、对学生关于反思性学习活动的意见进行定量测量以及对反思性书面记录中的定性数据进行内容分析（CM组），来评估概念图的影响。
两组学生自我报告的学习自我效能感没有显著差异（p = 0.38）。概念图帮助学生确定了他们当前的理解水平，但这种认识的提高可能会导致学习自我效能感最初下降。结果表明，大多数CM组学生能够展示有意义的学习，并认为概念图是一种有用的反思性学习策略，有助于他们将理论与实践联系起来。
结果提供了初步证据，表明概念图方法有助于精神卫生护理学生直观地了解他们的学习进展，并鼓励将理论知识与临床知识相结合。将概念图数据与定量测量以及定性反思日志数据相结合，似乎是评估和理解概念图有效性的一种有用方法。未来的研究应使用更大的样本量，并考虑在临床学习实习前及实习期间立即将该方法用作针对性干预措施。
