2.50
Hdl Handle:
http://hdl.handle.net/10755/162172
Category:
Abstract
Type:
Presentation
Title:
Schematization for the Teaching of the Conceptual Models in Nursing Science
Author(s):
Daigle-Blanchard, Lisa
Author Details:
Lisa Daigle-Blanchard, MSN, Professeure, Universite de Moncton, Campus de Shippagan, Bathurst, New Brunswick, Canada, email: lisadb@umcs.ca
Abstract:
The purpose of this presentation is to show how schematization can be used for the teaching of conceptual models in nursing science. In cognitive psychology, the theory of level of processing suggests that operations, elaborated on a word, make it possible to better anchor a concept in the long-term memory which is organized semantically. Thus, the mnemonic codes, the mental images and the key words make it possible to code the information and facilitate the acquisition of knowledge. Then, categorization improves retention and the recovery of the information stored in the long-term memory. (Reed, 1999). To further describe the teaching approach, the students are encouraged to supplement a module of work which targets the conceptual model before joining the plenary class. Then, in team of four people, a creative diagram is developed in order to connect the abstract concepts of the model. At the end of the course, the teams present their diagrams to the other teams. Several benefits rise from schematization. The students show a better comprehension following the use of the mnemonic codes, the mental images and the key words. They become able to make associations between the abstracted concepts. It then becomes easier to apply the model in concrete situations. By working out the semantic context, the number words remembered increases.
Repository Posting Date:
27-Oct-2011
Date of Publication:
27-Oct-2011
Conference Date:
2009
Conference Name:
CASN Nursing Research Conference
Conference Host:
Canadian Association of Schools of Nursing
Conference Location:
Moncton, New Brunswick, Canada
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.

Full metadata record

DC FieldValue Language
dc.type.categoryAbstracten_US
dc.typePresentationen_GB
dc.titleSchematization for the Teaching of the Conceptual Models in Nursing Scienceen_GB
dc.contributor.authorDaigle-Blanchard, Lisaen_US
dc.author.detailsLisa Daigle-Blanchard, MSN, Professeure, Universite de Moncton, Campus de Shippagan, Bathurst, New Brunswick, Canada, email: lisadb@umcs.caen_US
dc.identifier.urihttp://hdl.handle.net/10755/162172-
dc.description.abstractThe purpose of this presentation is to show how schematization can be used for the teaching of conceptual models in nursing science. In cognitive psychology, the theory of level of processing suggests that operations, elaborated on a word, make it possible to better anchor a concept in the long-term memory which is organized semantically. Thus, the mnemonic codes, the mental images and the key words make it possible to code the information and facilitate the acquisition of knowledge. Then, categorization improves retention and the recovery of the information stored in the long-term memory. (Reed, 1999). To further describe the teaching approach, the students are encouraged to supplement a module of work which targets the conceptual model before joining the plenary class. Then, in team of four people, a creative diagram is developed in order to connect the abstract concepts of the model. At the end of the course, the teams present their diagrams to the other teams. Several benefits rise from schematization. The students show a better comprehension following the use of the mnemonic codes, the mental images and the key words. They become able to make associations between the abstracted concepts. It then becomes easier to apply the model in concrete situations. By working out the semantic context, the number words remembered increases.en_GB
dc.date.available2011-10-27T09:58:13Z-
dc.date.issued2011-10-27en_GB
dc.date.accessioned2011-10-27T09:58:13Z-
dc.conference.date2009-
dc.conference.nameCASN Nursing Research Conferenceen_US
dc.conference.hostCanadian Association of Schools of Nursingen_US
dc.conference.locationMoncton, New Brunswick, Canadaen_US
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.-
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