Using a constructivist approach with online concept maps: relationship between theory and nursing education.

Publisher: National League for Nursing Country of Publication: United States NLM ID: 101140025 Publication Model: Print Cited Medium: Print ISSN: 1536-5026 (Print) Linking ISSN: 15365026 NLM ISO Abbreviation: Nurs Educ Perspect

Original Publication: New York, NY : National League for Nursing, c2002-

Audiovisual Aids* ; Concept Formation* ; Nursing Theory*; Computer-Assisted Instruction/*methods ; Education, Nursing, Baccalaureate/*methods ; Students, Nursing/*psychology; Attitude of Health Personnel ; Data Collection ; Data Interpretation, Statistical ; Education, Distance/methods ; Health Knowledge, Attitudes, Practice ; Humans ; Knowledge ; Midwestern United States ; Models, Educational ; Models, Nursing ; Nursing Education Research ; Nursing Methodology Research ; Nursing Process ; Philosophy, Nursing ; Psychology, Educational ; Qualitative Research ; Thinking ; Writing

Concept maps have been used in nursing education as a method for students to organize and analyze data. This article describes an online course that used concept maps and self-reflective journals to assess students' thinking processes. The self-reflective journals of 21 students collected over two semesters were qualitatively examined. Three major themes emerged from students' use of concept maps: 1) factors influencing the map creation, 2) developmental learning process over time, and 3) validation of existing knowledge and construction of new knowledge. The use of concept maps with reflective journaling provided a learning experience that allowed students to integrate content consistent with a constructivist paradigm. This integration is a developmental process influenced by the personal preferences of students, concept map design, and content complexity. This developmental process provides early evidence that the application of concept mapping in the online environment, along with reflective journaling, allows students to make new connections, integrate previous knowledge, and validate existing knowledge.

Date Created: 20071020 Date Completed: 20071127 Latest Revision: 20071019

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