Group concept mapping for evaluation and development in nursing education
| Autor: | Ellinor Edfors, Catharina Sjödahl Hammarlund, Albert Westergren, Gita Hedin, Peter Hagell |
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| Rok vydání: | 2016 |
| Předmět: |
Male
Interview Concept Formation Nursing Methodology Research Experiential learning Education Young Adult 03 medical and health sciences 0302 clinical medicine Brainstorming Health science Pedagogy Humans sort 030212 general & internal medicine Nurse education General Nursing Sweden Medical education Models Statistical 030504 nursing Education Nursing Baccalaureate Problem-Based Learning General Medicine Focus Groups Focus group Group concept mapping Nursing Education Research Female Students Nursing Clinical Competence Curriculum 0305 other medical science Psychology |
| Zdroj: | Nurse Education in Practice. 20:147-153 |
| ISSN: | 1471-5953 |
| DOI: | 10.1016/j.nepr.2016.08.006 |
| Popis: | The value of course evaluations has been debated since they frequently fail to capture the complexity of education and learning. Group Concept Mapping (GCM), a participant-centred mixed-method was explored as a tool for evaluation and development in nursing education and to better understand students' learning experiences, using data from a GCM-based evaluation of a research training assignment integrating clinical practice and research data collection within a Swedish university nursing program. Student nurses (n = 47) participated in a one-day GCM exercise. Focus group brainstorming regarding experiences from the assignment that the students considered important and instructive yielded 98 statements that were individually sorted based on their student-perceived relationships, and rated regarding their importance/instructiveness and need for development. Quantitative analysis of sort data produced a 2-dimensional map representing their conceptual relationships, and eight conceptual areas. Average cluster ratings were plotted relative to each other and provided a decision aid for development and planning by identifying areas (i.e., "Research methodology", "Patients' perspectives", and "Interviewer role") considered highly important/instructive and in high need for development. These experiences illustrate the use and potential of GCM as an interactive participant-centred approach to evaluation, planning and development in nursing and other higher health science educations. |
| Databáze: | OpenAIRE |
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