title: Concept mapping for meaningful learning.
abstract: The complexity of teaching, learning and assessment strategies remains a problem in nurse education especially with the changes in new curricula. This article explains one solution, which was considered and explored prior to implementation for the assessment of an inquiry-based module in nurse education. The overall aim for selecting this method of assessment was to provide consolidation of prior learning from the core content of the module and to give the students an opportunity to gain further, wide and varied knowledge on a number of concepts in a short period. Concept mapping has proved to be one of the most challenging learning experiences for nursing students. It has been identified as a stimulating learning and assessing tool as predominantly acknowledged over the last year, by nursing students on the Inquiry-Based Learning (IBL) BSc and Dip HE nursing education programmes, and also nurse educators who have the responsibility of facilitating the learners.
authors.affiliation: Anglia Polytechnic University, Ashby House 3rd floor, Bishop Hall Lane, Chelmsford, Essex CM1 1SQ, UK. C.Y.Akisanya@anglia.ac.uk
authors.forename: C
authors.initials: C
authors.lastname: Akinsanya
authors.forename: M
authors.initials: M
authors.lastname: Williams
mesh_terms: D003210:Concept Formation; D004506:Education, Nursing / Q000379:methods*; D004521:Educational Measurement / Q000379:methods; D006801:Humans; D015402:Nursing Education Research; D018794:Problem-Based Learning / Q000379:methods*; D013664:Teaching Materials; D006113:United Kingdom