TY - JOUR
AU - Hunter Revell, Susan M.
AB - Nurse Educator Vol. 37, No. 3, pp. 131-135 Copyright * 2012 Wolters Kluwer Health | Nurse Educator Nurse Educator Lippincott Williams & Wilkins Concept Maps and Nursing Theory A Pedagogical Approach Susan M. Hunter Revell, PhD, RN Faculty seek to teach nursing students how to link clinical and theoretical knowledge with the intent of improving patient outcomes. The author discusses an innovative 9-week concept mapping activity as a pedagogical approach to teach nursing theory in a graduate theory course. Weekly concept map building increased student engagement and fostered theoretical thinking. Unexpectedly, this activity also benefited students through group work and its ability to enhance theory-practice knowledge. 5,9 eaching nursing theory is a challenge because of how to learn, encourage them to think independently, the abstractness of the content, traditional ap- and improve their confidence in applying what they know T proaches used to teach it, and the students’ per- to the clinical setting. ception of its detachment from practice. Students often Background fail to understand what theory is or why it is important. Getting students to think theoretically and appreciate the- Multiple uses of concept maps with undergraduate nurs- ory’s usefulness in practice has been a charge of nursing 
TI - Concept Maps and Nursing Theory A Pedagogical Approach
JF - Nurse Educator
DO - 10.1097/NNE.0b013e31825041ba
DA - 2012-05-01
UR - https://www.deepdyve.com/lp/wolters-kluwer-health/concept-maps-and-nursing-theory-a-pedagogical-approach-XMFHFvnEe5
SP - 131–135-131&ndash
EP - ndash;135-131–135
VL - 37
IS - 3
DP - DeepDyve
ER -