Conceptual Knowledge, Group Learning in Collaborative and Cooperative Learning and Mind Map In Nursing Education

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Conceptual Knowledge, Group Learning in Collaborative and Cooperative Learning and Mind Map In Nursing Education


Conceptual Knowledge In Nursing Education, Argumentation, Debate, Structured Controversy, and Dilemmas In Nursing Education, Teaching Tips For Conceptual Knowledge In Nursing Education, Advantages of Conceptual Knowledge In Nursing Education, Disadvantages of Conceptual Knowledge In Nursing Knowledge, Cooperative Learning, Collaborative Learning, and Group In Nursing Education, Teaching Tips Group Learning In Nursing Education, Advantages Group Learning In Nursing Education, Disadvantages Group Learning In Nursing Education, Mind Mapping and Concept Mapping In Nursing Education, Teaching Tips for Mind Mapping In Nursing Education, Advantages Mind Mapping In Nursing Education, Disadvantages Mind Mapping In Nursing Education, Flipped Classroom Mind Mapping In Nursing Education, Teaching Tips Mind Mapping In Nursing Education, Advantages Mind Mapping In Nursing Education, Disadvantages Mind Mapping In Nursing Education.

Conceptual Knowledge In Nursing Education

    Conceptual knowledge uses interrelationships among the basic elements within a larger structure that enable them to function together. The main forms of conceptual knowledge teaching are argumentation, debate, structured controversy, and dilemmas; cooperative learning, collaborative learning, and group assignments; mind mapping and concept mapping; flipped classroom; role play; and simulation.

Argumentation, Debate, Structured Controversy, and Dilemmas In Nursing Education

    Techniques focusing on argumentation, debate, structured controversy, and dilemmas engage the process of inquiry or reasoned judgment on a proposition aimed at demonstrating the truth or falsehood of something. 

    These techniques involve the construction of logical arguments and oral defense of a proposition, and require the recognition of assumptions and evidence and use of inductive and deductive reasoning skills. They allow identification of relationships.

Teaching Tips For Conceptual Knowledge In Nursing Education

    Argumentation and similar strategies work best on issue or topic related assignments for conceptual knowledge. For the purpose of forming productive debate teams, it is helpful for students to know each other. Faculty should introduce the basic topics and structure the debate format early in the course to allow students adequate preparation time. 

    Debate teams usually consist of five students: two students debate for the topic, two debate against the topic, and the fifth acts as the moderator. Debates follow a specified format, including opening comments, presentation of affirmative and negative viewpoints, rebuttal, and summary (Fuszard, 2004). 

    Encouraging students to debate the opposite of their personal opinion may increase student learning. This format may be completed online or in the classroom. Inter professional teams will enhance student engagement and active learning. These in-class strategies may be well suited for the flipped classroom (see “Flipped Classroom”).

Advantages of Conceptual Knowledge In Nursing Education

    Argumentation techniques develop analytical skills and the ability to recognize complexities in many health care issues. They broaden student views of controversial topics. And these techniques develop communication skills and increase student abilities to work in groups.

Disadvantages of Conceptual Knowledge In Nursing Knowledge

    Argumentation techniques require a fairly high level of knowledge about the subject on the parts of both those presenting the debate and the audience. They may require teaching students the art of debate requires increased student preparation time. 

    It can create anxiety and conflict for students because of the confrontational nature of debate, and students without adequate public speaking skills may also have increased anxiety. There is a high time cost for students to work in groups.

Cooperative Learning, Collaborative Learning, and Group In Nursing Education

    Assignments Teams of learners work on assignments and assume responsibility for group learning outcomes. This can be implemented in the classroom or online.

Teaching Tips Group Learning In Nursing Education

    Design meaningful assignments that can be accomplished by small groups (a group of three to five heterogeneous [in ability, gender, ethnic status, experience, etc.] students are ideal). 

    Teach or verify groups’ understanding of team roles and group process; assign or ask group to designate a “leader,” “recorder,” “reflector,” “reporter,” and other roles as necessary. 

   Structuring the group with students who are not homogenous may increase the potential for greater student learning. Allow adequate time for reporting and processing of group work.

Advantages Group Learning In Nursing Education

    Cooperative learning and similar activities promote active and reflective learning and encourage teamwork. They provide opportunity for students to become accountable for their own and others’ work; group dynamics skills can be used. Large learning assignments and projects can be accomplished efficiently.

Disadvantages Group Learning In Nursing Education

    Students may resist frequent use of group assignments. There is a possibility that not all students will participate equally. Student scheduling issues may complicate preparation of group assignments, and student stress may increase if group conflict occurs.

Mind Mapping and Concept Mapping In Nursing Education

  Mapping strategies involve learning complex phenomenon by diagramming the concepts and sub concepts. Mind mapping puts the central concept in the center of the page with related concepts surrounding the main concept. 

   Concept maps are visual structural diagrams that help students organize diverse elements of a larger topic. They are good for group assignments, especially inter professional groups with divergent conceptual knowledge.

Teaching Tips for Mind Mapping In Nursing Education

    Mapping strategies can be used to enhance conceptual knowledge and retention of learning outcomes. This teaching method is frequently used in clinical settings, but is also effective in the classroom and online. 

    Students can organize patient data prior to entering an actual patient encounter and then add to the map correlating new and existing data to better understand the clinical presentation of the patient. 

   Grouping specific class content can also provide students with examples of mind mapping. Concept map software may be helpful when using this technique (Martin, 2009). Concept mapping can be an effective strategy for students with many types of learning styles.

Advantages Mind Mapping In Nursing Education

    Mapping strategies encourage better understanding and recall of complex phenomena, and are especially effective in stimulating long term recall of like concepts. They require active involvement by the students in designing the maps to enhance conceptual thinking processes. 

    They help students recognize similarities and differences among concepts, help clarify relationships between concepts, help link new information with information previously learned, and help students organize information and relate theories to practice. 

  They enhance problem-solving skills. The method appeals to the visual learner. Software is available for mapping assignments.

Disadvantages Mind Mapping In Nursing Education

    Mapping strategies may take longer initially until both faculty and students understand how to organize the concepts. They may not appeal to concrete or auditory learners. Both faculty and students may need to learn how to use mapping before this method can be used effectively.

Flipped Classroom Mind Mapping In Nursing Education

    The flipped classroom is a pedagogical model whereby students conduct significant pre class preparation, and traditional in-class time is reserved for discussion and problem-solving of the relevant topics. 

    The model is used in a number of health professions education to address the gap between didactic education and clinical practice performance. It employs asynchronous learning activities such as pre class video lectures, reading assignments, practice problems, and the use of technology based resources. In the classroom, interactive, group-based problem-solving teaching and learning strategies are used.

Teaching Tips Mind Mapping In Nursing Education

    Structure the activities of the flipped classroom in detail ahead of time. Use a variety of asynchronous or synchronous learning activities outside of the classroom to keep students interested. Provide ways for students to be held accountable for pre class work that has been completed. 

    Bridge the didactic content with application to practice during the in-class sessions. Provide post class reflection activities for students to connect the asynchronous and synchronous learning for application to practice.

Advantages Mind Mapping In Nursing Education

   The flipped classroom allows student to be prepared for in-class conceptual knowledge, and thinking and learning activities and their application to practice. Students work at their own pace in self directed pre class assignments. 

    A variety of teaching and learning activities address students’ various learning styles. Peer interactions are improved, and there are increased student faculty interactions.

Disadvantages Mind Mapping In Nursing Education

    The flipped classroom may provide challenges to faculty who are accustomed to traditional lecture- opportunities may be needed to learn about the flipped classroom pedagogical model. 

    It requires time to structure in class and classroom activities, and requires ongoing assessment of teaching and learning. Students may not like the extra work required outside of the classroom.

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