Script for PK/Closed caption video
Upcoming SlideShare
Loading in...5
×
 

Script for PK/Closed caption video

on

  • 347 views

 

Statistics

Views

Total Views
347
Views on SlideShare
347
Embed Views
0

Actions

Likes
0
Downloads
2
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Script for PK/Closed caption video Script for PK/Closed caption video Document Transcript

  • My name is Sarah Fry, and this is a presentation for Technology in Nursing Education. This powerpoint will serve as an introduction to my project, which is Concept Map based Care plans. This presentation will cover why concept mapping is beneficial as well as evidence for applying concept maps to care planning. Planning of patient care has long been a part of nursing education. Regulatory and professional associations such as these address the importance of planning patient care. Care planning has improved patient outcomes by increasing the organization of care with collaborative team members. Teaching the care planning process to nursing students can be challenging. The goal is for students to determine the most appropriate plan of care for their patients and then how to implement the plan. The planning process should stimulate critical thinking; it should connect theory with practice and new theory with previous knowledge. Current methods to assess planning patient care, can include a written care plan. This includes patient data, nursing diagnosis, patient goals, implementation and evaluation of the goals. This care plan format sometimes changes from course to course and can range in length from 2-30 pages. There is no evidence that states, more is better. Thirty page care plans are redundant, requesting the same information in multiple forms. Here, in this care plan, labs are requested on the system concept map, a lab table, and a lab section on the SBAR communication as well as being included in narrative charting. The students’ learning is minimal with this type of exercise. They become confused, fatigued, stressed, and then angry. From the instructor’s point of view, it is frustrating to have an assessment method that stops at the knowledge level. After correcting ten, 30 page care plans, the instructor is
  • just as stressed, confused, and angry as the students are. Why are we working so hard to gain so little? This is where concept map based care plans come in. Concept Mapping uses ideas or concepts that are placed in shapes. These concepts are linked to sub items or other concepts by using a linking word such as causes, relates to, or exhibits. The map is hierarchical with the broadest information broken down to its sub parts. Concept Maps are based on the theory of meaningful learning. Meaningful learning was proposed by David Ausubel, an educational psychologist. The theory of meaningful learning states that a student must have prior knowledge in which to connect ideas of new information to. Concept mapping enables the student to input previous knowledge and connect new concepts to that knowledge This type of learning enables the learner to recall concepts and apply the knowledge to clinical decision making. Now the question is how do we implement meaningful learning and increase critical thinking in our nursing curriculum? Studies show that concept mapping improves critical thinking through meaningful learning. Nurses are required to use critical thinking skills in order to make clinical judgments and handle complex problems as a part of their daily duties. Evidence shows that new graduate nurses are deficient in these skills. The teaching strategies in nursing education focus on outcomes, and less on student learning. In order to improve patient care and to satisfy regulatory demands, care planning remains crucial in nursing education curriculum. It is imperative that teaching strategies for care planning promote meaningful learning in order for nursing students to improve their critical thinking needed for their future careers.
  • Concept maps remove the linear nature out of learning and conceptualize content. The care plan will still consist of the same data but in a mapping format that links concepts that are related. This will reinforce meaningful learning, increase critical thinking skills, and will cut down on the repetition and linear learning as well as the amount of pages in a care plan. So let’s review. Thirty page care plans are repetitious; they are usually linear in formatting which leads to linear thinking. These care plans create confusion, frustration and are stressful for students and instructors alike. These care plans are not favored. A concept map based care plan would range from 1-3 pages in length. This strategy would promote meaningful learning and increase critical thinking skills that are necessary for the future careers of the students. Concept map based care plans are …favored. In order to test the effects of concept mapping on critical thinking, I have proposed a quasi-experimental research study with an equivalent control group design. The study involves the implementation of concept map based care plans in first year nursing students of a baccalaureate nursing program. The experimental group will consist of 22 students at a satellite campus and a control group of 22 students at the main campus of a state university in southern California. During week 3 of the quarter, in the students’ respective clinical class, they will learn about care plans including the process in which to write them. During this activity, the control group will continue with previous teaching methods and the previous care plan forms. At the same time, the experimental group will also be learning about care plans, including the process in which to write them in a concept map format.
  • Throughout the remainder of the quarter, students in the control group will use previous care plan methods and formatting during their clinical rotations and for their four care plan assignments. The students in the experimental group will also have four care plan assignments but will use concept map format and teaching methods. The first care plan at both campus’ will be copied and scored using a grading tool used to evaluate critical thinking. The fourth care plans in both groups will be scored using the same tool. The expected outcome of this study is that the experimental group will have a higher critical thinking score after the fourth care plan as compared to the control group scores of the fourth care plan. This will be due to the concept mapping effects on critical thinking.