Abstract
In this study, the use of concept mapping as a method to prepare for high fidelity simulated learning experiences was investigated. Fourth year baccalaureate nursing students were taught how to use concept maps as a way to prepare for high fidelity simulated nursing experiences. Students prepared concept maps for two simulated experiences including; 1. caring for patients with diabetes, and, 2. caring for patients with heart failure. Simulated learning experiences were video recorded and debriefing sessions were audio recorded. Following the simulation, three data analysis strategies were employed including analysis of the videos of the simulation, analysis of the audio recordings of the debriefing sessions and analysis of the concept maps. Additionally, videos from previous semesters where students did not create concept maps prior to simulations were reviewed. When comparing student behaviors to Tanner’s Clinical Judgment Model, findings indicated that students who created concept maps prior to simulation demonstrated an increase in noticing behaviors, but that interpreting, responding and reflecting behaviors did not appear to increase. Students also reported a need to have concept maps introduced earlier in their curriculum and that the maps facilitated their learning most in complex, hard to understand clinical cases. This study has implications for simulation, curriculum and the role of concept mapping in the creation of student knowledge structures.
Highlights
In this study, the use of concept mapping as a method to prepare for high fidelity simulated learning experiences was investigated
The National Council of State Boards of Nursing in a study that replaced up to 50% of actual clinical experiences with simulated learning experiences found, “substantial evidence that substituting high-quality simulation experiences for up to half of traditional clinical hours produces comparable end-of-program educational outcomes and new graduates that are ready for clinical practice”
A total of 18 simulation videos were analyzed for this study, four simulations were of students who had not created concept maps prior to simulation and 14 videos were of students who had created concept maps prior to simulation
Summary
The use of concept mapping as a method to prepare for high fidelity simulated learning experiences was investigated. Fourth year baccalaureate nursing students were taught how to use concept maps as a way to prepare for high fidelity simulated nursing experiences. Over the last 10-15 years, nursing education has begun using high fidelity simulations as a teaching and learning strategy that can replicate clinical practice. The National Council of State Boards of Nursing in a study that replaced up to 50% of actual clinical experiences with simulated learning experiences found, “substantial evidence that substituting high-quality simulation experiences for up to half of traditional clinical hours produces comparable end-of-program educational outcomes and new graduates that are ready for clinical practice” Concept mapping and simulation offer practical strategies to foster the development of learning potential in nursing students
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