以概念圖於臨床護理教學之初探

Using a Concept Map for Clinical Nursing Teaching: a Pilot Study

本研究目的在以概念圖為教學方法於護理系四年級學生，採用小團體討論及意見評值表，收集學生臨床實習時應用及繪製概念圖之看法。41位女學生參與本研究,結果發現有44.7%的參與者認為非常需要在應用概念圖於臨床實習之前，先有概念圖的課室教學。84.2%參與者認為概念圖的學習以大三上學期為最適合學習概念圖的時間。此外，多數學生認為概念圖讓學習變得活潑有趣、積極主動，且構圖能活化思考增加看問題的廣度與深度，同時所學的知識得以整體化。然而概念圖能促進學習但要完成一份概念圖卻是件費時之事。

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.