Evaluation and the use of concept mapping

Evaluation and the pulmonary tuberculosis of excogitation procedureA concept is a thought, notion, or an abstract idea developed from a situation or particular instance experienced by the pupil. opinion chromosome role consists of diagrams that represent an directd visualization of a concept and its associations or explanations (Novak Gowin, 1984). The use of concept mapping as an pedagogicsal tool is healthy established finished numerous branches of acquire, including nursing (Schanze Grb-Niehaus, 2008 MacNeil, 2007 Trochim, 2009). Knowledge derived from the nursing procedure flows remarkably well into the over whole design of a concept map. Although similar to other types of knowledge mapping, concept mapping bequeaths a unique structure to gather major concepts together with direct linkages that bottom be easily visualized and readily examined.Properly prepared concept mapping will everyow the learner to venture into all the acquisition domains, including c ognitive, affective, and psychomotor as well as allow the educator to move from a teacher-centered learning surroundings to one that is learner-centered. sentiment mapping is intentional to resurrect meaningful learning by the student, and allow for an effective formative or summative evaluation method by the educator. As the map is designed, the learner john incorporate new knowledge and reject inaccurate concepts and ideas. The map can besides refine knowledge with examples or events, and allow for learning quite a than route memorization. For the educator, the concept map can demonstrate the depth of the learners knowledge, and visually depict what the educator must emphasize to complete the learning military operation. The educator can also rapidly develop further learning opportunities through critical persuasion exercises employing proposed changes to existing concept maps. imagination function Theory excogitation mapping was developed in 1972 as part of an effort at Cornell University to study the ability of young children to obtain basic scientific concepts. The design was the result of question into the cognitive psychology of learning and the constructivist epistemology. Based on Ausubels theory of learning, concept mapping attempts to emphasize the difference mingled with rote learning and meaningful learning (Novak Caas, 2006). Rote learning occurs when new information is added to the learners prior knowledge frame defecate in a random and verbatim fashion. Thus, there is little durable structure and the new information is rapidly forgotten. In meaningful learning, the new information is think to the learners prior knowledge framework in a witting and purposeful manner, thus producing a stable structure and substantial change in the way the learner experiences learning, in other words a abstract change (National Institute for Science Educations College Level One Team, University of Wisconsin, n.d.). This relationship is rendern in Figure 1.Further studies and collaboration on concept mapping use and design, including work at the Institute for Human and Machine Cognition (IHMC) in Florida, led to integration of concept mapping with computer easyware tools and modifyd rapid application of the concept mapping framework to numerous disciplines. Concept Mapping DesignIn concept mapping, graphical representations are arranged in two predominant manners. First, in the ranked fashion, the main topic or question is displayed at the top of the diagram, with inclusive and general concepts near the top and specific, less general concepts arranged in a progressively downward pattern (see Figure 2). The other roughly common concept map design is in a circular fashion, known as the spider method, with the core topic or idea in the center immediately surrounded by inclusive and general concepts, becoming less specific and more general the further from the core (see Figure 3). separate less common concept mapping metho ds include the flow path method, where concepts are linked together in a progressively linear fashion to represent a final concept, and the systems method, where input and output concepts are related to the central concept in a production-line style of visualization. Still other methods of concept mapping may be developed to reflect the learners or the educators vision of representation.Typically, concepts are wrap in boxes, circles, or other geometric shapes with the relationships identified by connecting lines. There are descriptors on the connecting lines that specify the nature of the relationships. Concepts may also be cross-linked to show relationships amidst domains of knowledge or concepts located in different areas of the map (Caas, 2003). Examples, events, or possible solutions can also be included, although these may not be boxed or circled, and the connecting lines can be dashed or dotted to represent an unsubstantiated relationship.Concept Mapping ConstructionMany met hods can be used to construct a concept map. In general, the process will begin as follows identify a question related to a process or problem identify the key concepts of the process or problem rank these concepts in order by identifying the intimately descriptive and broadest concept indeed narrowing the descriptions until the most specific concept is listed last connect the concepts by links, using notations to represent the relationship between the concepts and enable meaning to the linkage provide examples, including social, personal, and professional examples to clarify the concept or the relationship between concepts and then continue to link, add examples, and support the relationships. Some constructors may find it useful to work out this design using post-it notes or index cards, and arranging their ideas on a table or white board to allow for ease of concept ranking, as well the ability to provide easy changes of relationships and rapid visualization of data. The novi ce and expert alike may also use various shapes and colors to repoint concepts and subconcepts to make the map clearer.Concept Mapping SoftwareAlthough concept mapping may be performed with pen, paper, and other non-electronic methods, there are a number of software programs that can be used to provide a variety of concept maps with ranges of detail. In addition to using traditional word-processing programs such(prenominal) as Microsoft Word, Microsoft PowerPoint, or Corel WordPerfect or Corel Draw to construct concept maps, specific concept mapping software has been developed. The IHMC, a coalition of Florida universities, has developed Cmap Tools, a robust concept map developer that is unfreeze for use (IHMC, 2009). This software also includes a search feature that allows the user to search a commodious variety of public Cmap databases for sample concept maps.Other software programs that are specific to concept map turn includes Axon Idea Processor, 3D Topicscape, Inspiration, MindGenious, MindMapper, MindView, Semantica, SmartDraw, Spinscape, and Tinderbox. Several of these software packages are available in double programming formats, in addition to several(prenominal) languages, and are free for download.Concept Mapping ExampleAs an example to demonstrate concept-mapping construction, a learner is appoint to research the disorder process sepsis, and make a presentation to the class. The learner studies several peer reviewed journal articles (DellaCroce, 2009 Nelson, LeMaster, Plast, Zahner, 2009 Steen, 2009) to obtain the latest information on the disease process, and decides to develop a concept map to explain the pathophysiology, risk factors, diagnostic tests, and treatments for sepsis. The learner develops a table to highlight the ideas that will be outlined on the concept map (see Table 1). Finally, using the CmapTools Knowledge Modeling Kit, Version 5.03, the learner prepares the concept map (see Figure 4).Preparation for Developing a Concep t MapStepsResponses1. Identify a question related to a process or problemWhat is sepsis? How is it diagnosed? What are the signs and symptoms? How is it treated?2. Identify the key concepts of the process or problemInvading Microorganism, Sepsis, insurgent Response, Organ Failure, Systemic Inflammatory Response, Septic Shock, Treatments, Risk Factors, Infection, Death3. Rank these concepts in order by identifying the most descriptive and broadest concept, then narrowing the descriptions until the most specific concept is listed last Rank1) Invading Microorganism2) Infection3) Inflammatory Response4) Systemic Inflammatory Response5) Sepsis6) Septic Shock, Severe Sepsis7) Organ Failure8) Treatment, Risk Factors, Diagnostic Tests9) Death4. Connect the concepts by links, using notations to represent the relationship between the concepts and enable meaning to the linkageLinks are Pathophysiology, Leads To, Plus, Can Lead To, Organ Failure5. Provide examples, including social, personal, and professional examples to clarify the concept or the relationship between conceptsVital Signs, Signs of Organ Failure, Criteria for Determining SepsisTable 1 Preparation for Developing a Concept MapConcept Mapping AdvantagesConcept maps provide several advantages over other methods of instruction and evaluation. Concept maps can provide the learners access to a big picture view of the topic of interest, allowing the student to advance to conceptual understanding rather than simple memorization or rote learning. This in turn can provide the student the bases for critical thinking. Concept maps are also easy to construct. Concept maps can also be used as both an instructional strategy for the educator or a learning natural process for the learner. As a learning activity, the student can acquire the desired knowledge, performance, and behaviors specified by the curriculum (Caputi Blach, 2008).In situations such as developing act education opportunities for existing nursing staff, the use of concept mapping can aid in learning new content through visualization, as many staff prefer visual or kinesthetic learning ( nurse Times, 2009).In cases where students need a platform to reduce anxiety generated prior to testing overdue to a lack of surety on whether the critical aspects of a clinical lesson were studied, the use of concepts maps can help students organize data, determine complex relationships between patient data and disease processes, and provide the student with an overall picture of the care provided to their patient (Hsu, 2004).Concept Mapping DisadvantagesAlthough concept mapping has many advantages, some disadvantages exist. The wide variety of possible concept map designs can lead to additional evaluation time by the educator as students use different construction techniques. Grading of the differing concept maps may also lead to difficulties unless the educator uses strict grading criteria, such as a detailed assignment rubric. The use of conc ept mapping may also require a paradigm shift by learners used to only the memorization method of learning. This can sometimes vex difficulty as the learner transitions to the new method of learning. Concept Mapping Use in Learning DomainsThe cognitive domain includes knowledge and skill development. As cognitive learning occurs, the learner is able to recall facts, patterns, and concepts that will result in the development of intellect. Concept mapping is primarily based on the cognitive domain, as the learner combines concepts into a framework that can develop critical conceptions and critical thinking.The affective domain includes learning that is based on our interaction with our surroundings through feelings, values, motivations, and attitudes. Concept mapping draws into the affective domain through the construction of the framework, and the use of the environment to provide definition to the concept, and the use of values, attitudes, and feelings to link the concepts togethe r to promote understanding.The psychomotor domain includes learning in the physical domain, such as movement, coordination, and development of motor skills. Psychomotor learning is measured through speed, precision, and techniques in execution. Concept mapping lends well to learning in the psychomotor domain, as the learner physically constructs the concept map using a variety of tools and software.Concept Mapping in Nursing EducationConcept mapping is used at several levels in nursing education. By using concept mapping as a learning process in nursing undergraduate education, the educator can develop and refine critical thinking skills in the learner through generating ideas, promoting nonlinear relationships between patient data and complex disease processes, and forcing the learner to visualize the application of nursing theory to nursing practice (Abel Freeze, 2006 Phelps, Wallen, Cusack, Castro, Muehlbauer, et al., 2009).One of the most common uses of concept mapping in nursi ng is the use of concept mapping to demonstrate the nursing process in care planning. Each parcel of the nursing process (assessment, diagnosis, planning, intervention, and evaluation) can be presented around a disease process or patient problems can be identified and relationships established between the problems to develop a holistic perspective of patient care (Taylor Wros, 2007). See Figure 5.Concept mapping can also be used effectively in formative, as well as summative assessment. In the formative assessment, the educator can provide a baseline concept map with the major concept listed and several basic relationships identified prior to lecture. The student can use the concept map during the lecture to identify further concepts and relationships, and build upon the baseline concept map to develop their knowledge base. Once the lecture is completed, the educator can use the learners maps to evaluate the intensity of their lecture, as well as the effectiveness of the learne rs attention, by examining the completed concept maps and comparing these maps to the lectures objectives (MacNeil, 2007). The baseline concept map can also be developed by the learner prior to class, such as in a homework assignment, and then completed during lecture as well.Figure 5 Sample care plan concept map (Ackley Ladwig, 2006).In a summative assessment, the educator can require a summative concept map at the end of the course to evaluate overall course objectives, as well as provide the learner with a valuable tool for future reference.Concept Mapping Function in a Learner Centered EnvironmentConcept mapping has been used in both undergraduate and graduate nursing as an analytical tool to organize existing knowledge, synthesize new knowledge, and prioritize information in a logical, visual sequence. Concept mapping develops nonlinear cognitive function that can promote critical thinking and clinical decision making in nurses (Wilgis McConnell, 2008). This makes concept map ping an ideal strategy to switch the classroom from a teacher-centered to a learner-centered environment the learner can develop, adapt, and draw their learning directly from the concept map. Concept maps can be used by learners individually, or in small groups, to alter complex processes and engage students in the learning process (Harrelson, 2006).As study guides, the concept maps can replace traditional question and answer study handouts with a visual map that can promote meaningful learning opposed to rote memorization (Caputi Blach, 2008).SummaryConcept maps represent a collaborative learning strategy developed to take advantage of the difference between rote learning and meaningful learning. Concept maps can be used in all aspects of both undergraduate and graduate nursing, and can be used to facilitate education in all learning domains. As learners begin to analyze clinical data, the learner can begin to develop their critical thinking skills and begin to plan comprehensiv e care for their patients. As learners begin to study disease processes, the learners can appreciate the effects of interventions directly on patient outcomes. Educators can use concept mapping as a teaching, as well as evaluation strategy.ReferencesAbel, W., Freeze, M. (2006, kinfolk). Evaluation of concept mapping in an associate degree nursing program. ledger of Nursing Education, 45(9), 356-364. Retrieved awful 30, 2009, from CINAHL with abounding schoolbook database.Ackley, B. J. Ladwig, G.B. (2006). Nursing Diagnosis Handbook, (7th ed.). moment Mosby Elsevier.All, A., Huycke, L. (2007, May). Serial concept maps tools for concept analysis. journal of Nursing Education, 46(5), 217-224. 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