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Title: The effects of concept mapping in student nurses' learning of medical-surgical nursing
Author: Wong Sze Wing, Julia
ISNI:       0000 0004 7658 9288
Awarding Body: University of Liverpool
Current Institution: University of Liverpool
Date of Award: 2018
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Many student nurses are weak in studying medical-surgical nursing because high-order and critical thinking skills are required to understand and incorporate prior knowledge with new knowledge, and they are expected to formulate a holistic nursing care plan. Concept mapping (CM) was adapted in one medical-surgical nursing course in a higher private education institute in Hong Kong to enhance their learning. This study aimed to explore the effect of CM on student nurses' learning experience and examine the difference in academic performance of students who learned this subject by using CM and those who did not. Difference in academic performance based on five sensory modalities using Fleming's visual, aural, read/write, kinaesthetic, and multimodal (VARK) model was also explored. Lastly, a substantive theory was developed by using the grounded theory approach together with qualitative and quantitative results. The quantitative results showed that the pass rate of CM and non-CM groups was 100% and 77.59%, respectively. The difference of marks between the CM group (M=77.90 and SD=8.09) and non-CM group (M=57.56 and SD=10.16) was statistically significant (p=0.000) with a large effect (Cohen's d=2.21). However, no significant difference was observed in students with different sensory modalities, thereby suggesting that students with different sensory modalities benefit from CM use. In addition, 26 student nurses were interviewed during focus group discussion. Students from all sensory modality groups perceived CM as an effective tool to determine the relationships between nursing problems and nursing interventions in a systematic and well-organized manner via categorization. This form of presentation provides them a clear and overall picture in a short period, thereby enhancing their understanding, memorization, and retention of topic. However, some shortcomings of CM were also identified such as extensiveness, time-consuming, more confusing and too simple nature. Therefore, after the new and prior knowledge was bridged, students used their own perceived effective method to re-organize the knowledge to enhance their memory to prepare for the written examination. Both quantitative and qualitative results revealed that using CM seems able to improve the students' academic performance, and students gained a good understanding of relationships between concepts in medical-surgical nursing, particularly for students who are new in the subject. A substantive theory was finally developed which explains the relationships between teaching with an animated structural diagram and students' learning, and thus, the change of students' behaviour for attaining a better grade in the written examination.
Supervisor: Anderson, Baaska ; Gough, Martin Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral