Department of Nursing, Chang Gung University of Science and Technology, 2, Jiapu Rd, West Sec. Pu-tz, ChiaYi 613, Taiwan; Chang Gung Memorial Hospital at Linkou, 2, Jiapu Rd, West Sec. Pu-tz, ChiaYi 613, Taiwan.
Department of Nursing and Clinical Competency Center, Chang Gung University of Science and Technology, 261 Wenhua 1 st Rd., Guishan Dist., Tauyuan 333, Taiwan; Chang Gung Memorial Hospital at Linkou, 261 Wenhua 1 st Rd., Guishan Dist., Tauyuan 333, Taiwan.
Nurse Educ Today. 2022 Aug;115:105418. doi: 10.1016/j.nedt.2022.105418. Epub 2022 May 26.
Didactic lectures and exam-oriented learning can lead to students becoming passive learners who rely on rote memory. This learning style negatively impacts their ability to cultivate the core nursing values and critical thinking.
This study aimed to investigate the impact of a concept mapping teaching-learning strategy on undergraduate nursing students' ability to integrate theoretical biosciences knowledge into care practice and on their skills in critical thinking and teamwork.
A qualitative research design was adopted. A course entitled Evaluation and Analysis of Adult Nursing Cases was developed based on a concept mapping strategy involving 24 simulated cases relevant to medical and surgical nursing. The participants were students from the two-year undergraduate nursing programme at a university in Taiwan. Data were collected from September 2020 to February 2021. Qualitative data were collected from semi-structured face-to-face interviews with 20 students and from 100 reflective reports on students' learning journeys. The data were analysed using qualitative content analysis.
Two major themes were identified: (1) changes in learning style and thinking and (2) rewards from learning. The participants reported that their learning style had changed from reliance on rote learning to image memory, and their thinking process from linear (cause-effect) to multifaceted thinking at different levels. The teaching and learning strategies contributed to feelings of ability advancement and psychological safety, which led to learning achievement and confidence.
The use of a concept mapping strategy and simulated cases enhanced students' learning by enabling them to integrate theoretical knowledge and improve their thinking abilities. The teaching and learning strategies helped participants in learning about psychological safety and increased their learning confidence.
讲授式教学和应试学习可能导致学生成为被动学习者，依赖死记硬背。这种学习方式会降低他们培养核心护理价值观和批判性思维的能力。
本研究旨在探讨概念图教学策略对本科护理学生将理论生物科学知识整合到护理实践中的能力以及批判性思维和团队合作技能的影响。
采用定性研究设计。基于涉及 24 个与医疗和外科护理相关的模拟案例的概念图策略，开发了一门名为“成人护理案例评估与分析”的课程。参与者是来自台湾一所大学为期两年的本科护理项目的学生。数据收集于 2020 年 9 月至 2021 年 2 月。通过对 20 名学生进行半结构化面对面访谈和 100 份学生学习历程的反思报告，收集定性数据。使用定性内容分析法对数据进行分析。
确定了两个主要主题：（1）学习方式和思维的变化，（2）学习的回报。参与者报告说，他们的学习方式已经从依赖死记硬背转变为形象记忆，思维过程也从线性（因果）转变为不同层面的多方面思维。教学策略有助于提高学生的能力感和心理安全感，从而带来学习成果和信心。
使用概念图策略和模拟案例可以通过帮助学生整合理论知识和提高思维能力来增强学生的学习效果。教学策略有助于参与者了解心理安全感，并提高他们的学习信心。
