Concept mapping allows the nurse to work on critical thinking skills by determining the priority needs of the patient and the relationship of the data documented on the concept map.

Concept mapping allows the nurse to work on critical thinking skills by determining the priority needs of the patient and the relationship of the data documented on the concept map.

Concept mapping improves a nurse's ability to organize his/her bank of knowledge for application in the nursing profession. Concept mapping allows the nurse to assimilate previously learned knowledge with newly acquired knowledge.

Concept mapping improves a nurse's ability to organize his/her bank of knowledge for application in the nursing profession.

Concept mapping allows the nurse to assimilate previously learned knowledge with newly acquired knowledge.

Concept mapping increases a nurse's critical thinking and clinical reasoning skills. A concept map is a visual aid it may increase a nurse's retention of knowledge. Concept mapping links nursing theory with nursing practice.

Concept mapping increases a nurse's critical thinking and clinical reasoning skills.

A concept map is a visual aid it may increase a nurse's retention of knowledge.

Concept mapping links nursing theory with nursing practice.

Concept mapping allows the nurse to identify what he/she knows about the patient and also to identify what he/she must learn to care for this patient.

Concept mapping allows the nurse to identify what he/she knows about the patient and also to identify what he/she must learn to care for this patient.

...the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. Scriven, M., & Paul, R. (1992). Critical thinking defined . Critical Thinking Conference, Atlanta, GA.

...the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.

Scriven, M., & Paul, R. (1992). Critical thinking defined . Critical Thinking Conference, Atlanta, GA.

Spider Map Hierarchical/Chronological Flow chart Systems map

Spider Map

Hierarchical/Chronological

Flow chart

Systems map

Easy to configure. All data is organized around a unified theme (e.g. diagnosis). Easy to read.

Easy to configure.

All data is organized around a unified theme (e.g. diagnosis).

Easy to read.

Difficult to show relationships without making the map very messy and hard to read. Doesn’t allow for integration of all data and the relationships among data.

Difficult to show relationships without making the map very messy and hard to read.

Doesn’t allow for integration of all data and the relationships among data.

Literature Spanish French English Drama Poetry Prose 18th 17th 16th Drama Poetry Prose 19th 18th 17th 16th 19th ... ... ... ... ...

Follow a definite pattern. Most general data is located at the top and moves to the most specific. Easy to read.

Follow a definite pattern.

Most general data is located at the top and moves to the most specific.

Easy to read.

Shows no interrelationship between data. Does not allow for critical thinking and thus limited problem solving.

Shows no interrelationship between data.

Does not allow for critical thinking and thus limited problem solving.

A B C Yes Yes No No Yes No

Easy to read. Information is organized in a logical, ordered fashion.

Easy to read.

Information is organized in a logical, ordered fashion.

Very minimal data noted on concept map. Lack of critical thinking and clinical reasoning skills used. Usually very incomplete.

Very minimal data noted on concept map.

Lack of critical thinking and clinical reasoning skills used.

Usually very incomplete.

Complete. Includes all data on the map and shows many relationships between the data. Uses critical thinking skills along with problem solving skills. Links theory and practice very well.

Complete.

Includes all data on the map and shows many relationships between the data.

Uses critical thinking skills along with problem solving skills.

Links theory and practice very well.

With critical clients map can get very involved and sometimes difficult to read due to the number of relationships noted. Takes more time to complete.

With critical clients map can get very involved and sometimes difficult to read due to the number of relationships noted.

Takes more time to complete.

Write the main idea in the center of the page -- it may be a word, a phrase, or a couple of juxtaposed ideas, for example -- then place related ideas on branches that radiate from this central idea.

Write the main idea in the center of the page -- it may be a word, a phrase, or a couple of juxtaposed ideas, for example -- then place related ideas on branches that radiate from this central idea.

Connect all words or phrases or lists with lines, to the center or to other "branches." When you get a new idea, start again with a new "spoke" from the center.

Connect all words or phrases or lists with lines, to the center or to other "branches." When you get a new idea, start again with a new "spoke" from the center.

Joseph Novak, 1998

http://www.atmos.uiuc.edu/~charlevo/images/conceptmap.jpg

Create a concept or mind map of the concept " CRITICAL THINKING!"

Create a concept or mind map of the concept " CRITICAL THINKING!"

This will require that you "draw a picture" of what the concept of critical thinking means to you. You will want to refer to the first 4 chapters of Alfaro-LeFevre to help formulate your thoughts about critical thinking.

This will require that you "draw a picture" of what the concept of critical thinking means to you.

You will want to refer to the first 4 chapters of Alfaro-LeFevre to help formulate your thoughts about critical thinking.

Alfaro-LeFreve pp.260-262 discusses the process of creating a concept map. The goal is to give you another tool to promote critical thinking. (It really is fun, but may take some time to create the map.)

Alfaro-LeFreve pp.260-262 discusses the process of creating a concept map.

The goal is to give you another tool to promote critical thinking. (It really is fun, but may take some time to create the map.)

Your end product should be created in Microsoft Word [97 – 2003] document [doc.] and posted to both the Digital Drop Box and Discussion Board. Please do not post in any other than a word document [i.e. wps, zip, etc.] – this will affect your grade. Late work will not be accepted without prior approval

Your end product should be created in Microsoft Word [97 – 2003] document [doc.] and posted to both the Digital Drop Box and Discussion Board.

Please do not post in any other than a word document [i.e. wps, zip, etc.] – this will affect your grade.

Late work will not be accepted without prior approval

http://www.udel.edu/inst/jan2001/concept-mapping/sld001.htm http://cord.org/txcollabnursing/onsite_conceptmap.htm

http://www.udel.edu/inst/jan2001/concept-mapping/sld001.htm

http://cord.org/txcollabnursing/onsite_conceptmap.htm