2.50
Hdl Handle:
http://hdl.handle.net/10755/201966
Type:
Presentation
Title:
A Concept Analysis of Conceptual Understanding
Abstract:
(41st Biennial Convention) Purpose - The purpose of this study was to analyze the meaning of “conceptual understanding”.  By enhancing the description of this concept an exploration of its applicability to nursing education is possible. Teaching medication dosage calculation to undergraduate nursing students is one of the areas that may benefit from this research.  Background – Conceptual understanding has been previously studied in the math and science education literature.  The use of the concept in nursing literature remains sparse. Data Sources – Electronic searches using the key words “conceptual understanding” were conducted in the Cumulative Index of Nursing and Allied Health Literature (CINAHL), educational literature using the ERIC database, and psychology literature using the PsycInfo database.  Literature supporting the use of conceptual understanding in teaching medication dosage calculations was also included. Review Method - Dimensional analysis was the method chosen for this concept analysis because it emphasizes contexts, perspectives, and assumptions and integrates with constructivist teaching methodologies.   Results - Four salient dimensions and four sub-dimensions of conceptual understanding were identified from the literature.  The salient dimensions were: procedural and factual knowledge, making connections, knowledge transfer, and metacognition.  The sub-dimensions were: meaningful learning strategies, misconceptions, memorization and anxiety.  Conclusions - Undergraduate nursing curriculum can be strengthened by an increased focus on conceptual understanding.  Teaching medication dosage calculation is one area where conceptual understanding can be incorporated.
Keywords:
Concept Analysis; Dimensional Analysis; Conceptual Understanding
Repository Posting Date:
11-Jan-2012
Date of Publication:
4-Jan-2012
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleA Concept Analysis of Conceptual Understandingen_GB
dc.identifier.urihttp://hdl.handle.net/10755/201966-
dc.description.abstract(41st Biennial Convention) Purpose - The purpose of this study was to analyze the meaning of “conceptual understanding”.  By enhancing the description of this concept an exploration of its applicability to nursing education is possible. Teaching medication dosage calculation to undergraduate nursing students is one of the areas that may benefit from this research.  Background – Conceptual understanding has been previously studied in the math and science education literature.  The use of the concept in nursing literature remains sparse. Data Sources – Electronic searches using the key words “conceptual understanding” were conducted in the Cumulative Index of Nursing and Allied Health Literature (CINAHL), educational literature using the ERIC database, and psychology literature using the PsycInfo database.  Literature supporting the use of conceptual understanding in teaching medication dosage calculations was also included. Review Method - Dimensional analysis was the method chosen for this concept analysis because it emphasizes contexts, perspectives, and assumptions and integrates with constructivist teaching methodologies.   Results - Four salient dimensions and four sub-dimensions of conceptual understanding were identified from the literature.  The salient dimensions were: procedural and factual knowledge, making connections, knowledge transfer, and metacognition.  The sub-dimensions were: meaningful learning strategies, misconceptions, memorization and anxiety.  Conclusions - Undergraduate nursing curriculum can be strengthened by an increased focus on conceptual understanding.  Teaching medication dosage calculation is one area where conceptual understanding can be incorporated.en_GB
dc.subjectConcept Analysisen_GB
dc.subjectDimensional Analysisen_GB
dc.subjectConceptual Understandingen_GB
dc.date.available2012-01-11T11:02:45Z-
dc.date.issued2012-01-04en_GB
dc.date.accessioned2012-01-11T11:02:45Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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