運用概念圖於護理教學之探討

概念構圖可適用於不同年齡層，已被廣泛運用於各種學科教學，近年來也逐漸推展至護理教育與臨床情境以達成有意義的學習，也是發展批判性思考和臨床推理技巧的教學工具與學習策略。建構概念圖需以先備知識為基礎，持續不斷統整新概念、修正舊有的認知結構、從中分化或延伸舊概念，進而形成新的知識架構，藉此展現有意義的學習。照護計畫概念構圖可當成學生知識建構的「鷹架」和個案照護的「衛星導航系統」，成為目前護理教育的新趨勢。多篇護理研究已證實概念圖在護理教學中的正面意義，近年來以概念圖為教學和評量策略應用在護理教育是一種新的嘗試，鼓勵未來護理教師繼續發展概念圖創新教學模式及研究成果分享。

關鍵字

概念構圖；照護計畫概念構圖；護理教學；有意義的學習

並列摘要

Concept mapping is applicable to different age groups. It has been widely used in various disciplines of teaching. In order to achieve meaningful learning, using concept mapping gradually extended to nursing education and clinical situations in recent years. This is also a teaching tool and learning strategy in the development of critical thinking and clinical reasoning skills. Thereby demonstrate meaningful learning, construct a concept map need to base on prior knowledge, continue to integrate new concepts, revise old cognitive structures, differentiate or extend old concepts, and then formulate new knowledge structures. Concept Map Care Plans could act as ＂scaffold＂ of knowledge construction and the ＂Global Positioning System＂ (GPS) to patient care. It has become a new trend in nursing education. Positive meaning has been confirmed from some nursing studies. We inspire nursing faculties to continue to create innovative concept mapping teaching models and sharing of research results in the future.

並列關鍵字

concept mapping ； concept map care plans ； nursing teaching ； meaningful learning

被引用紀錄

王主音、楊惠卿（2018）。應用概念構圖於一位反覆腸胃道出血老年患者之照護經驗。高雄護理雜誌，35(2)，116-128。https://doi.org/10.6692/KJN.201808_35(2).0011

洪美鳳、陳冬蜜、練美華、高巧如、黃心蘭、鄭佳蓉、何妙靜、陳盈嫣（2021）。運用多元教學提升急診二年期護理人員急救復甦處置完整性之專案。長庚護理，32(3)，77-94。https://doi.org/10.6386/CGN.202109_32(3).0007

葉婷芳、陳盈瑾、洪芯玫、莊依靜、饒慧娟、王琦（2020）。運用情境模擬教學提升手術室護理人員對心臟手術認知與技能之學習成效。長庚護理，31(4)，517-530。https://doi.org/10.6386/CGN.202012_31(4).0006

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運用概念圖於護理教學之探討

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