Caelli K
School of Nursing, Curtin University of Technology, Perth, Western Australia.
Nurse Educ Today. 1998 May;18(4):317-21. doi: 10.1016/s0260-6917(98)80049-x.
This paper discusses a project undertaken to explore the effectiveness of concept mapping in assisting students to develop positive concepts of health. Positive concepts of health are central to the notion of health promotion. While strategies for health promotion are included in all nursing education programmes in Australia, to date there have been few strategies that are oriented towards promoting the development of positive concepts of health discussed in the literature. If student nurses are to become health-promoting practitioners, health teaching in nursing education must employ teaching strategies which clarify for students the differences between positive and negative concepts of health. One such strategy is concept mapping, which was developed as an educational tool to foster meaningful learning. Concept maps work to identify misconceptions in relation to a topic by clarifying the essential points, thus opening the way for concept change. This paper discusses the results of using concept mapping within the context of an abstract subject such as health, identifies difficulties in evaluating the strategy and makes recommendations about how these might be overcome.
本文讨论了一个旨在探索概念图在帮助学生形成积极健康观念方面有效性的项目。积极的健康观念是健康促进概念的核心。虽然澳大利亚所有护理教育项目都包含健康促进策略，但迄今为止，文献中很少有针对促进积极健康观念发展的策略。如果未来的护士要成为健康促进从业者，护理教育中的健康教育必须采用教学策略，向学生阐明积极和消极健康观念之间的差异。概念图就是这样一种策略，它作为一种教育工具被开发出来以促进有意义的学习。概念图通过阐明要点来识别与某个主题相关的误解，从而为概念转变开辟道路。本文讨论了在诸如健康这样的抽象主题背景下使用概念图的结果，指出了评估该策略的困难，并就如何克服这些困难提出了建议。
