概念圖表徵形式對護理學生批判思考的影響

Effects of Different Forms of Concept-Map Representation on Nursing Students' Critical Thinking Performances

表徵是問題解決重要的工具。本文探討護生運用不同形式概念圖來表徵精神科病人護理問題表現之差異。研究採準實驗設計，參與者為某護專四年級修習「精神科護理學」課程的兩班學生，一班為實驗組48 人，以網狀概念圖表徵個案問題；另一班控制組50 人，以傳統樹狀階層圖。研究結果發現：實驗組在指出護理問題、舉證支持護理問題、以及瞭解護理問題關聯等三個向度皆明顯優於控制組。網狀概念圖可擴大學生思考並促進因果關係推理，不同概念圖表徵影響了學生問題解決的歷程。網狀概念圖的教學活動加強了實驗組學生對個案照顧內涵與作法的認知。未來可應用不同形式概念圖於護理過程各階段的教學，以探討其他概念圖表徵對學生的影響。

Representation is important for problem solving. This study examined the effects of different forms of concept maps on nursing students' performances of conceptualizing psychiatric patients' problems. A quasi-experimental research design was adopted to investigate the effects. The participants were two classes of fourth-year students who were enrolled in a psychiatric nursing course in a nursing college. One class with 48 students served as the experimental group, and used web-based concepts map to represent patients' problem. The other class with 50 students served as the control group, and used the traditional hierarchical concept mapping method. The results indicated that the concept maps drawn by the experimental group showed more nursing problem, supporting evidence, and relationships between nursing problems than those drawn by the control group. The web-based concept maps helped expand students' thinking and promoted their causality reasoning. Different concept-map representation tools affected the process of students' problem solving. The experimental learning activities promoted students' understanding of concepts and ways of psychiatric patients' care taking. To understand the effects of other types of concept maps, future research may guide students in using different forms of concept maps throughout the stages of nursing process.