Concept Maps as a Tool for Learning Standardized Languages

BACKGROUND

Concept maps have been shown to be an effective teaching strategy in a number of different settings and with various age groups. Concept maps link a number of concepts through the use of propositions to make meaningful relationships. These linkages provide a clear, visual road map of the material the student must assimilate. Concept maps also create patterns, which Benner's research has shown are an important means by which the novice student moves to become an expert in nursing practice. Finally, this strategy also encourages critical thinking, provides an additional means to evaluate student learning, and allows the student experience in using the standardized nursing languages, even if the student is not in a clinical setting where these languages are used.

In one baccalaureate nursing program, students are introduced to nursing diagnosis in a freshman nursing course. Then, in the sophomore year, students use nursing diagnoses in developing nursing care plans, and are introduced to NIC and NOC. In the junior year, in addition to studying nursing theory, students study NANDA, NIC, and NOC in depth. It is with this basis that a pediatric didactic course then integrates the nursing standardized languages of NANDA, NIC, and NOC with concept maps to help students understand the pediatric patient's response to illness and the development of a patient plan of care.

MAIN CONTENT POINTS

Beginning with the patient's medical diagnosis or disease, the student links the pathophysiology of the disease to the patient's signs and symptoms, then to lab tests and x-rays that confirm the diagnosis. Based on these linkages, the medical, nursing, and other healthcare providers' plans of care are discussed. The nursing care plan uses the standardized languages of NANDA, NIC, and NOC. Linkages between the signs/symptoms the patient is experiencing with the signs/symptoms listed in NANDA provide the first pattern recognition for the students. From there, outcomes are identified that are specific to that patient, and nursing activities and intervention labels are utilized to help move the patient toward optimal outcome(s).

The phrases used between concepts are key in helping the student understand the relationship among concepts, which are placed on a flow diagram-type chart to make the visual road map. A concept map cannot be drawn here, but can be visualized according to the following brief example. Each concept is identified in bold, and in an actual concept map would be listed in a box. The phrases are in italics and link the concepts. Diabetes is evidenced by pancreatic cells' inability to produce insulin, which is manifested in the patient by increased urination, weight loss, confirmed by elevated blood sugar and treated by medical treatment plan (insulin) and the nursing treatment plan, which includes nursing diagnoses (e.g., risk for injury, knowledge deficit), NOC (e.g., Blood Glucose Control, Symptom Control; Knowledge: Diabetes Management), nursing activities (e.g., monitor blood sugars, dietary changes, exercise program, give insulin), and NIC labels (e.g., “hyperglycemia management,”“teaching: disease process and prescribed diet”) to help the patient move toward optimal outcomes. The details for each concept would be expanded as needed for the topic covered.

CONCLUSIONS

The nursing literature is replete with examples of the use of concept maps as teaching and learning tools in didactic and clinical courses. They also serve as another means of student evaluation. Concept maps using the standardized nursing languages of NANDA, NIC, and NOC help students find patterns and use metacongition skills to visually link a patient's responses to disease with the plan of care for that patient.