In this session, participants will explore the usefulness of concept mapping in developing students’ clinical judgment. The session includes examples of how concept mapping can be used for teaching, assessing, and evaluating clinical judgment. Faculty will discuss implementation ideas and practice tailoring a concept mapping learning activity to meet students’ needs.
Prior to attending this session, participants should be familiar with Tanner’s Clinical Judgment Model and concept mapping. Faculty should reflect on any previous experiences with concept mapping, as well as, the state of students’ clinical judgment competence.
Breytenbach, C., Ham-Baloyi, W., & Jordan, P. J. (2017). An integrative literature review of evidence-based teaching strategies for nurse educators. Nursing Education Perspectives, 38(4), 193-197.
Bridges, S. M., Corbet, E. F., & Chan, L. K. (2015). Designing problem-based curricula: The role of concept mapping in scaffolding learning for the health sciences. Knowledge Management & E-Learning, 7(1), 119.
Daley, B. J., Morgan, S., & Black, S. B. (2016). Concept maps in nursing education: A historical literature review and research directions. Journal of Nursing Education, 55(11), 631-639.
Davies, M. (2011). Concept mapping, mind mapping and argument mapping: What are the differences and do they matter? Higher Education, 62(3), 279-301.
Eisenmann, N. (2021). An innovative clinical concept map to promote clinical judgment in nursing students. (2021). Journal of Nursing Education, 60(3), 143-149.
Garwood, J. K., Ahmed, A. H., & McComb, S. A. (2018). The effect of concept maps on undergraduate nursing students' critical thinking. Nursing Education Perspectives, 39(4), 208-214.
Gonzalez, L. (2018). Teaching clinical reasoning piece by piece: A clinical reasoning concept-based learning method. Journal of Nursing Education, 57(12), 727-735.
Gonzalez, L., Nielsen, A., & Lasater, K. (2021). Developing students' clinical reasoning skills: A faculty guide. Journal of Nursing Education, 60(9), 485-493.
Hagell, P., Edfors, E., Hedin, G., Westergren, A., & Hammarlund, C. S. (2016). Group concept mapping for evaluation and development in nursing
education. Nurse Education in Practice, 20, 147-153.
Schwendimann, B. A. (2015). Concept maps as versatile tools to integrate complex ideas: From kindergarten to higher and professional education. Knowledge Management & E-Learning, 7(1), 73.
To receive CE, submit the following: Completed activity evaluation that will be sent to you via email and complete the acknowledgement section of the evaluation. Nurses will receive a CE certificate via email from the University of Maryland School of Nursing (UMSON) within two to four weeks after submitting the completed forms.
The University of Maryland School of Nursing is accredited with distinction as a provider of nursing continuing professional development by the American Nurses Credentialing Center's Commission on Accreditation.The University of Maryland School of Nursing is accredited with distinction as a provider of nursing continuing professional development by the American Nurses Credentialing Center's Commission on Accreditation.
|Concept Map Template (0.22 MB)||Available after Registration|
|Data to Diagnosis Lesson Plan (0.40 MB)||Available after Registration|
|Data to Diagnosis Student Activity (0.03 MB)||Available after Registration|
|PowerPoint (1.4 MB)||Available after Registration|
She is a professor at College of Southern Maryland teaching students in adult medical-surgical theory and clinical courses. She is committed to developing curriculum and learning activities that develop students' clinical reasoning skills. She is also committed to helping faculty integrate clinical reasoning and clinical judgment into nursing curriculum using practical and evidence-based approaches.