以概念圖於臨床護理教學之初探

The purposes of this study were to implement a concept map as a teaching method and to evaluate the map's effect on nursing students' learning. We used a small discussion group and a self-evaluation form to gather the students' opinion while using concept mapping as a learning strategy during their clinical practical period. Forty one female senior students participated in the study. The results indicated that about 44% of the students very much agreed that a lecture course was needed before application of a concept map to clinical practice. About 84% of students indicated that the first semester in third grade was the most appropriate time for learning about concept maps. In addition, most students agreed that the idea of concept maps mads learning more interesting, was a positive learning factor, was thought provoking, enhance, widened deepened their clinical consideration and helped to integrate their knowledge into a more comprehensive understanding. Although a concept map promotes meaningful learning, it takes time for students to develop the use of such a map.