title: Instructional tools for nursing education: concept maps.
abstract: Students must deal with vast amounts of information in multiple formats, yet their ability to organize and link data in a logical way varies widely. Concept mapping offers nurse educators a useful tool to assist nursing students in wading through and critically analyzing this information more effectively. This article explains concept/cognitive mapping as a teaching strategy for several aspects of course work. Types and examples of maps developed by undergraduate and graduate students are used as illustrations and points of discussion. Illustrations are assessed according to type of map, information presented, aspects of the maps that facilitate meaningful learning, and what information is missing. Strategies for remediation to help learners assimilate new information are included. Finally, implementation of mapping in nursing education and ideas for research in concept/cognitive mapping are discussed.
authors.affiliation: University of Oklahoma Health Sciences Center, College of Nursing, Oklahoma City, USA.
authors.forename: Anita C
authors.initials: AC
authors.lastname: All
authors.forename: Larae I
authors.initials: LI
authors.lastname: Huycke
authors.forename: Mark J
authors.initials: MJ
authors.lastname: Fisher
mesh_terms: D003210:Concept Formation; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D004511:Education, Nursing, Graduate / Q000379:methods*; D006801:Humans; D019359:Knowledge; D007858:Learning; D017145:Models, Educational; D008960:Models, Psychological; D015402:Nursing Education Research; D011582:Psychological Theory; D011588:Psychology, Educational; D013338:Students, Nursing / Q000523:psychology*; D013597:Systems Analysis; D013663:Teaching / Q000379:methods