2.50
Hdl Handle:
http://hdl.handle.net/10755/148577
Type:
Presentation
Title:
Concept Maps: Different Kinds, Different Applications
Abstract:
Concept Maps: Different Kinds, Different Applications
Conference Sponsor:Sigma Theta Tau International
Conference Year:2007
Author:Wilkinson, Judith M., PhD, RN, ARNP
P.I. Institution Name:Not affiliated
Title:Nurse Educator
[Symposium clinical presentation] Many nurse educators use concept mapping as a teaching strategy. It is popular because concept mapping has high visibility at conferences and in the nursing literature, and because educators recognize and understand the following: 1) the need to include interactive activities in their repertoire of teaching strategies; 2) the importance of incorporating multiple-sensory activities that appeal to various types of learners; and 3) the value of activities that encourage critical thinking. Unfortunately, concept mapping often fails to achieve its full potential as a learning strategy, and many educators fail to recognize the wide variety of learning applications for which it is appropriate. This may occur because the teacher does not have a full and clear understanding about: what a concept map actually is (and is not); the different types (hierarchical and nonhierarchical) of concept maps and their differences; and how concept maps work to facilitate learning - the variety of purposes for which they can be used. This presentation will define the term "concept map," describe and illustrate differences between hierarchical and nonhierarchical maps, and summarize their many educational benefits and uses. Use of concept maps for clinical preparation will specifically be discussed. A variety of ways to create both hierarchical and non-hierarchical maps (including care planning maps) will be illustrated. Participants will work together in small groups to create a map of their choosing. This session is especially useful for teachers who wish to expand and refine their use of concept mapping as a teaching/evaluation strategy.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleConcept Maps: Different Kinds, Different Applicationsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/148577-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Concept Maps: Different Kinds, Different Applications</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2007</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Wilkinson, Judith M., PhD, RN, ARNP</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Not affiliated</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Nurse Educator</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">jwilkinson1@kc.rr.com</td></tr><tr><td colspan="2" class="item-abstract">[Symposium clinical presentation] Many nurse educators use concept mapping as a teaching strategy. It is popular because concept mapping has high visibility at conferences and in the nursing literature, and because educators recognize and understand the following: 1) the need to include interactive activities in their repertoire of teaching strategies; 2) the importance of incorporating multiple-sensory activities that appeal to various types of learners; and 3) the value of activities that encourage critical thinking. Unfortunately, concept mapping often fails to achieve its full potential as a learning strategy, and many educators fail to recognize the wide variety of learning applications for which it is appropriate. This may occur because the teacher does not have a full and clear understanding about: what a concept map actually is (and is not); the different types (hierarchical and nonhierarchical) of concept maps and their differences; and how concept maps work to facilitate learning - the variety of purposes for which they can be used. This presentation will define the term &quot;concept map,&quot; describe and illustrate differences between hierarchical and nonhierarchical maps, and summarize their many educational benefits and uses. Use of concept maps for clinical preparation will specifically be discussed. A variety of ways to create both hierarchical and non-hierarchical maps (including care planning maps) will be illustrated. Participants will work together in small groups to create a map of their choosing. This session is especially useful for teachers who wish to expand and refine their use of concept mapping as a teaching/evaluation strategy.</td></tr></table>en_GB
dc.date.available2011-10-26T09:47:16Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T09:47:16Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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