Concept mapping: promoting science learning in BN learners in Australia.
BACKGROUND
We reviewed the process of using concept mapping as a methodology to teach science to RNs in a bachelor degree of nursing program in Australia.


METHODS
The technique was used for two classes of students in the science unit during 1995 with work packages and independent student learning being the focus of the unit.


RESULTS
Both instructors and students found the experience mainly positive. It helped the students become more independent learners, have a greater confidence in their knowledge of science, and allowed their understanding of science in their practice to become more meaningful and personalized. For the instructors it allowed them to concentrate on students with learning difficulties because they had less face-to-face teaching hours. Major issues arising from the process related to how to balance science content and the techniques of concept mapping and how to more effectively assess the learning outcomes of the students.


CONCLUSIONS
Concept mapping is a useful technique to link science and nursing practice. Not only can it be used in academic programs to teach the science underlying practice, it can be used in the clinical area to teach patients. As a technique it works well in staff development and continuing education where the focus is on elucidating the rationale for inuring practice and providing evidence for the value of this practice.
Clinical Nursing Research Unit, University of Western Sydney-Nepean/Wentworth Area Health Service, Penrith, NSW, Australia.
L
L
Wilkes
K
K
Cooper
J
J
Lewin
J
J
Batts
D001315:Australia; D003210:Concept Formation; D003479:Curriculum; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D004518:Education, Professional, Retraining / Q000379:methods*; D006801:Humans; D007858:Learning; D015397:Program Evaluation; D012586:Science / Q000193:education*; D013663:Teaching / Q000379:methods*