Concept Maps: A Tool to Prepare for High Fidelity Simulation in Nursing

Main Article Content

Barbara J. Daley
http://orcid.org/0000-0002-3054-4071
Sarah Black Beman
Sarah Morgan
Linda Kennedy
Mandy Sheriff

Abstract

In this study, the use of concept mapping as a method to prepare for high fidelity simulated learning experiences was investigated.  Fourth year baccalaureate nursing students were taught how to use concept maps as a way to prepare for high fidelity simulated nursing experiences. Students prepared concept maps for two simulated experiences including; 1. caring for patients with diabetes, and, 2. caring for patients with heart failure.  Simulated learning experiences were video recorded and debriefing sessions were audio recorded.  Following the simulation, three data analysis strategies were employed including analysis of the videos of the simulation, analysis of the audio recordings of the debriefing sessions and analysis of the concept maps.  Additionally, videos from previous semesters where students did not create concept maps prior to simulations were reviewed. 

When comparing student behaviors to Tanner’s Clinical Judgment Model, findings indicated that students who created concept maps prior to simulation demonstrated an increase in noticing behaviors, but that interpreting, responding and reflecting behaviors did not appear to increase.  Students also reported a need to have concept maps introduced earlier in their curriculum and that the maps facilitated their learning most in complex, hard to understand clinical cases.  This study has implications for simulation, curriculum and the role of concept mapping in the creation of student knowledge structures. 

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Article Details

How to Cite
Daley, B. J., Beman, S. B., Morgan, S., Kennedy, L., & Sheriff, M. (2017). Concept Maps: A Tool to Prepare for High Fidelity Simulation in Nursing. Journal of the Scholarship of Teaching and Learning, 17(4), 17–30. https://doi.org/10.14434/josotl.v17i4.21668
Section
Articles
Author Biographies

Barbara J. Daley, University of Wisconsin - Milwaukee

Professor, Adult and Continuing Education

Sarah Black Beman, St. Catherine University

Assistant Professor of Nursing, St. Catherine University

Doctoral Student, University of Wisconsin – Milwaukee

Sarah Morgan, University of Wisconsin - Milwaukee

Director, Nursing Learning Resource Center

Clinical Assistant Professor, University of Wisconsin Milwaukee

Linda Kennedy, Chamberlain University College of Nursing

Nursing Program Director

 

Mandy Sheriff, University of Wisconsin - Milwaukee

Clinical Instructor, University of Wisconsin Milwaukee

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