TITLE:
Educational Method for Developing Assessment Skills of Nursing Students
AUTHORS:
Keiko Aizu, Kasumi Mikami, Ryoko Tsuchiya, Mayumi Shimizu, Naoki Oka, Yoshiko Nishizawa
KEYWORDS:
Concept Map, Structural Knowledge, Cognitive Psychology, Learning
JOURNAL NAME:
Open Journal of Nursing,
Vol.8 No.8,
August
23,
2018
ABSTRACT: This study aimed to verify the effects of a new instructional method to structure knowledge. The research hypothesis was that “Structured knowledge improves assessment skills of students”. Fifty-five second-year undergraduate students volunteered to participate in this study. They were randomized into either a group that received instructional intervention (n = 19; intervention) or a group that did not (n = 36; non-intervention). A survey and instructional intervention comprised pre-tests, individual instructional intervention, participant self-studies and post-tests. The students attempted one pre- and one post-test task, each comprising concept map drawing and assessment of actual patients with diabetes. Participants who received educational intervention described concept maps regarding the pathophysiology and nursing of diseases, and we taught a learning strategy to understand relationships between concepts and the assumption of clinical assessment. The results of the concept map drawing task showed that post-test structural knowledge scores were significantly higher for the intervention, than the non-intervention group (p p p