Using a conceptual approach with concept mapping to promote critical thinking.

Publisher: Charles B. Slack Country of Publication: United States NLM ID: 7705432 Publication Model: Print Cited Medium: Print ISSN: 0148-4834 (Print) Linking ISSN: 01484834 NLM ISO Abbreviation: J Nurs Educ Subsets: MEDLINE

Publication: Thorofare, N.J. : Charles B. Slack
Original Publication: New York, N.Y. : Blackiston Division, McGraw-Hill, [c1962-

Audiovisual Aids* ; Clinical Competence* ; Concept Formation* ; Thinking*; Education, Nursing, Baccalaureate/*methods ; Students, Nursing/*psychology; Attitude of Health Personnel ; Curriculum ; Faculty, Nursing/organization & administration ; Health Knowledge, Attitudes, Practice ; Humans ; Interprofessional Relations ; Knowledge ; Learning ; Models, Educational ; Models, Nursing ; Models, Psychological ; Nurse's Role/psychology ; Problem Solving ; Psychology, Educational

Promoting the development of critical thinking is crucial to nursing education for two reasons. First, the National League for Nursing and the American Association of Colleges of Nurses consider critical thinking an outcome criterion for baccalaureate nursing education. Second, and significantly more important, professional nursing practice requires critical thinking skills and problem solving abilities. Too often, teaching is not directed at specifically designed activities that foster critical thinking. Various teaching strategies have been proposed that promote critical thinking, including service learning, role playing, reflective learning, the critical incidence conference, videotaped vignettes, preceptorship, and concept mapping. This article focuses on the use of assimilation theory and concept maps to facilitate critical thinking experiences in nursing education.

33

Date Created: 20090221 Date Completed: 20090320 Latest Revision: 20191111

20231215

10.3928/01484834-20090101-11

19227756