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Promoting nursing students metacognitive analysis using concept maps as a teaching and learning strategy
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Journal of Nursing & Care

ISSN: 2167-1168

Open Access

Promoting nursing students metacognitive analysis using concept maps as a teaching and learning strategy


18th International Conference on Nursing & Healthcare

December 05-07, 2016 Dallas, USA

Janet Garwood

Purdue University Northwest, USA

Posters & Accepted Abstracts: J Nurs Care

Abstract :

Background: Studies on the use of concept maps in education has been published since the 80â??s, but limited quantitative data exists in the last five years. Millennial generation is a new term that describes the current generation of students. These students are distinctly different in their approach to learning. These students must be adequately prepared to meet the complex health care demands that are emerging as a result of the aging population, innovations in technology and distinctly different learning needs. Aim: This longitudinal, mixed-method study explores the impact of using concept maps as a valuable teaching and learning strategy which can enhance studentsâ?? metacognitive analysis. Method: A mixed-methods approach with a pre and post test was used to measure students critical thinking, n=35. Descriptive analysis was performed on formative analysis data obtained mid-semester and summative analysis at the completion of the course. Results: Students who use concept maps as a learning strategy scored significantly better on critical thinking tests than students and than other students in their cohort. Conclusions: Concept mapping is an effective teaching and learning which promotes student engagement and a higher level of metacognitive analysis. Further research is required to determine if there is a long-term change in studentsâ?? level of critical thinking.

Biography :

Email: jgarwo07@pnw.edu

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Citations: 3640

Journal of Nursing & Care received 3640 citations as per Google Scholar report

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