The Effectiveness of Concept Mapping as an Educational Nursing Intervention Strategy to Handle Diabetic Foot: Integrative Review

Introduction: Concept map is used as a teaching strategy, where nursing uses this method often to learn more effectively and to be able to apply knowledge when working with diabetic patients. Objective: The aim of this review is to examine all the published articles related to the effectiveness of concept mapping as an educational nursing intervention strategy to handle diabetic foot from 2010-2019. Methodology: Integrative review design in reviewing pertaining literature. Key words related to research were used, database obtained from Cochrane library, MEDLINE, PubMed, Science Direct, Cumulative Index Nursing and Allied Health Literature (CINAHL), ProQuest and Ovid databases were searched, covering the period 2010 to 2019. Other Studies were included if they were related to the effectiveness of concept mapping as an educational nursing intervention strategy to handle diabetic foot. Results: Reveled that concept mapping is a very crucial education tool for both nurses and patients. It is used by nurses to teach diabetic patients how to prevent diabetic foot ulcer, as well as to understand how to organize information and understand the facts. Conclusion: This review confirmed that there are growing confirming literatures about the application of concept maps as an effective nursing strategy. It that can be used by nurses and other health care professionals, to maintain healthy feet and prevent further complications such as bruises, cuts and sores.

Construct Validation by Hierarchical Bayesian Concept Maps: An Application to the Transaction Cost Economics Theory of the Firm

A concept map is a diagram depicting relationships among concepts which is used as a knowledge representation tool in many knowledge domains. In this paper, we build on the modeling framework of Hui et al. (2008) in order to develop a concept map suitable for testing the empirical evidence of theories. We identify a theory by a set of core tenets each asserting that one set of independent variables affects one dependent variable, moreover every variable can have several operational definitions. Data consist of a selected sample of scientific articles from the empirical literature on the theory under investigation. Our “tenet map” features a number of complexities more than the original version. First the links are two-layer: first-layer links connect variables which are related in the test of the theory at issue;second-layer links represent connections which are found statistically significant. Besides, either layer matrix of link-formation probabilities is block-symmetric. In addition to a form of censoring which resembles the Hui et al. pruning step, observed maps are subject to a further censoring related to second-layer links. Still, we perform a full Bayesian analysis instead of adopting the empirical Bayes approach. Lastly, we develop a three-stage model which accounts for dependence either of data or of parameters. The investigation of the empirical support and consensus degree of new economic theories of the firm motivated the proposed methodology. In this paper, the Transaction Cost Economics view is tested by a tenet map analysis. Both the two-stage and the multilevel models identify the same tenets as the most corroborated by empirical evidence though the latter provides a more comprehensive and complex insight of relationships between constructs.

Using concept maps in cognitive treatment for children with developmental coordination disorder

Children with Developmental Coordination Disorder (DCD) often seem to possess a narrow repertoire of cognitive strategies. In particular, they have difficulties in learning and internalizing the rules and strategies that other people intuitively use to approach common everyday problems. As a result, they often appear to have organizational, planning, memory and learning difficulties. The article proposes using a Concept Map (CM) as a visual strategy to facilitate interaction between a child with DCD, his/her family and therapist, as reflected in Client Centred and cognitive approaches. The CM is used as a method of assisting the child to identify, develop and utilize cognitive strategies in order to manage daily tasks effectively, as a tool in organizing his own therapy and in order to encourage participation. A demonstration of the concept mapping usefulness is brought by a case report. Further uses of concept mapping as a useful strategy within the framework of intervention remain to be studied.

The Outcomes of Integrating Concept Mapping in Nursing Education: An Integrative Review

Purpose: The purpose of this review was to investigate the current state of knowledge about the effectiveness of concept mapping in nursing education. Methods: An integrative review adapted a systematic approach. Also, after an extensive search from different databases, ten articles were retrieved and fully reviewed. Results: The ten reviewed articles were adopted quantitative, qualitative, and mixed method designs. Four main themes were identified: 1) from passive to active learners, 2) establishing new knowledge, 3) improving cognitive abilities, and 4) self-confidences in clinical work. Conclusion: Nursing literature supports the importance of including concept maps in nursing education. Educators believe that concept mapping is a motivating teaching strategy, hence, it is fostering the long-term and meaningful learning. Also, the findings of this study might encourage nursing educators to evaluate the current teaching strategies, also, this review might initiate future studies with larger sample

The Impact of Concept Mapping on Caring Efficacy of Palestinian Nursing Students at Clinical Setting

Background: The rapid change of health care delivery affirms the need for a change in the culture of nursing education through identifying the challenge to nursing faculty that many teach in the way they were taught, and suggesting a focus on the exploration of new teaching methods and student learning, rather than only focus on content coverage. Objectives: To examine the impact of concept mapping on caring efficacy of Palestinian nursing students. Methods: A quasi-experimental design, pre-post test, two groups (intervention and control group) were used. Convenience sample of 80 (40 participants in each group) nursing students from Arab American University, Jenin. Caring Efficacy was measured by Caring Efficacy Scale. The statistical tests such as t-test (independent and paired t-test) were used to examine the effect of concept mapping on caring efficacy of the fourth year nursing students at their clinical training. Results: Independent-samples t-test revealed statistically significant differences between the two groups in caring efficacy (t = 2.589, df = 78, P = 0.011);students in the intervention group showed higher level of caring efficacy than students in the control group during their clinical training. Conclusion: Concept mapping was found to be an effective teaching method for nursing students. The use of concept mapping is useful in enhancing meaningful learning.

Mapping What They Know: Concept Maps as an Effective Tool for Assessing Students’ Systems Thinking

In 2006 anew biology curriculum called “Human Biology: Emphasizing the Role of Homeostasis” was introduced into the Israeli high school system. Complex systems like those that make up the human body have become increasingly important as a focus of high school education. This study examines the effectiveness of the concept map as a assessment tool for students’ systems thinking, a tool that provides researchers with a detailed picture of the systems thinking development taking place within individual students. The content of the students’ concept maps was translated into information about students’ system thinking using the Systems Thinking Hierarchy (STH) model, a model in which system thinking is categorized according to eight hierarchical characteristics or abilities. The goal was to use the maps to characterize Israeli high school students’ understanding of the body’s systemic nature. To do this, we identified the extent to which the students understand three central elements of systems, namely hierarchy, homeostasis, and dynamism, and then analyzed this understanding according to its place within the hierarchical stages of the STH model. The extensive qualitative data analysis of 48 concept maps made by 11th grade biology majors suggest that the strength of the concept map is in its ability to describe the first two levels of system thinking (analysis and synthesis). However, it proved less successful in eliciting evidence of the third and highest level, particularly of students’ understanding of patterns, of homeostasis and their capacity for temporal thinking.

DEBRA: On the Unsupervised Learning of Concept Hierarchies from (Literary) Text

With this work, we introduce a novel method for the unsupervised learning of conceptual hierarchies, or concept maps as they are sometimes called, which is aimed specifically for use with literary texts, as such distinguishing itself from the majority of research literature on the topic which is primarily focused on building ontologies from a vast array of different types of data sources, both structured and unstructured, to support various forms of AI, in particular, the Semantic Web as envisioned by Tim Berners-Lee. We first elaborate on mutually informing disciplines of philosophy and computer science, or more specifically the relationship between metaphysics, epistemology, ontology, computing and AI, followed by a technically in-depth discussion of DEBRA, our dependency tree based concept hierarchy constructor, which as its name alludes to, constructs a conceptual map in the form of a directed graph which illustrates the concepts, their respective relations, and the implied ontological structure of the concepts as encoded in the text, decoded with standard Python NLP libraries such as spaCy and NLTK. With this work we hope to both augment the Knowledge Representation literature with opportunities for intellectual advancement in AI with more intuitive, less analytical, and well-known forms of knowledge representation from the cognitive science community, as well as open up new areas of research between Computer Science and the Humanities with respect to the application of the latest in NLP tools and techniques upon literature of cultural significance, shedding light on existing methods of computation with respect to documents in semantic space that effectively allows for, at the very least, the comparison and evolution of texts through time, using vector space math.

Effect of hemovigilance education on nursing students’knowledge:the application of a conceptual map

Objective:Given the importance of having knowledge on the hemovigilance process in nursing care,the present study was conducted to investigate the effect of the hemovigilance education on nursing students’knowledge using a conceptual map.The current research was a semi-experimental study.Methods:The samples consisted of 60 nursing students who were selected based on the inclusion criteria using the census sampling method.Thereafter,these participants were randomly assigned into the two groups:experimental and control groups.The required data were collected before,immediately after,and 1 month after the education using the hemovigilance knowledge questionnaire.Accordingly,the validity of this questionnaire was confirmed,and its reliability using the Cronbach’s alpha coefficient was reported as 0.83.The education process was conducted during a 4-week period.Thereafter,the collected data were analyzed using descriptive and inferential statistics by SPSS v25.Results:The results reveal that a significant difference existed between the knowledge scores of students in the experimental group compared with that of the control group during different times(including before,immediately after,and 1 month after the education)(P<0.0001).Of note,hemovigilance education had a significant effect on the students’knowledge(P<0.0001).Conclusions:Due to the effect of the hemovigilance education on the students’knowledge and by applying the conceptual map in the easy transfer of the educational concepts,it is recommended that the results of the present study be used to strengthen the theoretical and clinical education of nursing students.

The comparison study of Chinese and American secondary school students’knowledge structure—an experimental research based on concept map assessment technique

概念图是一种以图表的形式反映概念和概念之间关系的空间网络知识结构图,它能全面地评价学生的知识结构。通过用平均分、茎叶图、命题构建和构图结构四个变量对中美中学生的学科知识结构进行了定量和定性的比较实验研究,结果表明:中美中学生的学科知识结构有显著差异;相对于美国中学生,中国中学生的应试能力强,平均分高,但分数分布不均匀;虽然中国中学生的基础知识扎实,学科知识的掌握及运用较好,但在常识性知识和知识创新上有待提高。

Mapping Folklore Concepts in Bilingual Processing:Cognitive Analysis

The present study applies Dr.He Yuanjian's CMT(Conceptual Mapping Theory) to focus on the strategy use of translating Chinese folklore concepts in Hong Lou Meng(i.e.indigenous concepts related to etiquettes and customs) by Yang Xianyi and his wife Gladys Yang on the observations of the translators'strategies and the distributional tendencies of translation strategies so as to testify CMT on empirical grounds.Whether it holds true that the preservation of the alien source concepts through translation depends on how successfully they are mapped into the target conceptual system leads to the attempts to study on the distributional tendency of translation strategies of translation tasks,especially,of translating folkloric concepts in this paper.As a result,the tentative outcome of the data observed supports that the concept-mediation theoretic approach to translation process seems able to account for how cognitive constraints affect the production of mapping the unshared concepts.

概念图在护理实习生应急能力培训中的应用

目的运用概念图开展护理实习生应急能力培训,为临床实践教学及相关研究提供参考。方法根据需求对某三甲医院护理实习生进行应急能力培训,培训采用传统教学和概念图教学两种方式,对培训前后两届学生的应急能力进行调查和比较。结果护理实习生应急能力处于中低水平。培训后,护理实习生的应急能力均有所提升(P<0.05),但与传统教学模式相比,概念图教学培训后护理实习生的应急能力提升更明显(P<0.05)。结论应用概念图教学可有效提升护理实习生的应急能力的培训效果。教学医院可以采用多种方式教学,优化教学形式,提高护理实习生应急能力。

照护图在医疗复杂性儿童家庭中的应用进展

照护图是医疗保健提供者帮助家庭确定护理协调需求的工具,其积极意义在于促进医疗复杂性儿童家庭中心共享护理、提升其出院准备度和育儿胜任感水平、衡量家庭的经济成本效益。本文介绍了照护图的起源与发展、与其他护理工具的区别、评估工具,阐述照护图的实施过程及在医疗复杂性儿童家庭中的应用效果,以期为相关研究及临床实践提供参考。

基于概念图的知识模型组织及协作机制研究——以CmapTools为例

论文从Cm apTools的功能特点、知识模型、体系结构、同步合作等方面对Cm apTools进行了介绍,以便用户可以更好的了解和使用该工具构建相应的知识模型。

基于CmapTools的概念图知识模型在在线信息素养教育中的应用研究

在总结信息素养教育现状与不足的基础上,分析概念图对信息素养教育所提供的功能支持,提出以概念图知识模型作为信息素养内容的组织和展现形式并与E-learning环境进行有机融合的一种理念,引入软件工具CmapTools构建信息素养概念图知识模型实例,并将其应用于E-learning环境平台中,从而为学习者提供一个可视化的信息素养知识和技能的自主、协作学习环境。

“概念图”在初三数学复习课教学中的运用探研

基于初三数学复习课的教学实际,教师可以概念图将数学知识脉络清晰地呈现在学生面前,启发学生思考,强化学生对抽象数学概念的理解、对知识之间联系的把握,进而使学生形成个性化的数学知识框架,提高复习的质量和效率。在具体实践中,教师可以概念图展示引导学生回顾知识,以概念图绘制引导学生梳理重点知识,以概念图优化引导学生完善知识体系,以概念图运用强化学生的数学训练,以概念图拓展促使学生迁移知识,以概念图回归加强师生的反思总结。

案例教学法结合概念图在生物化学与分子生物学课程中的应用研究

以临床专业60名学生为研究对象,将其随机分为对照组和试验组(每组各30人),分别采用传统常规教学与案例教学法结合概念图的形式进行教学。通过比较两种教学形式下教学成绩的差异,分析学生对案例教学法结合概念图教学方式的问卷调查,发现案例教学法与概念图的有机结合既有助于学生对生物化学与分子生物学知识的整合,也有助于理论基础知识与临床知识及实践的结合,提高学生的逻辑思维能力,提升学生学习生物化学与分子生物学的学习效果。

吃喝动词语义地图模型研究

语言中的吃喝类动词往往具有多义性。通过考察12种方言和语言中吃喝类动词的搭配对象,归纳出吃喝类动词的16项功能项,并绘制出相应的语义图。不同语言中“吃”类动词功能项几乎都多于甚至远远多于“喝”类动词功能项,这与动词义域、语言类型和使用频率有关。在语义图基础上归纳出不同语言间吃喝类动词的9条蕴含共性。除“固体类”和“流体类”功能项之外,“可吸收类”是吃喝动词关联最多的功能项。

知识空间理论综述

知识空间理论是一种研究教育规律的科学方法,已取得一系列研究成果.文中旨在全面综述知识空间理论的研究工作.首先,阐述构建知识结构的方法和原则,介绍良级性的研究内容,并强调其在知识空间理论研究中的重要性,归纳总结推测关系的相关工作,并介绍问题之间、项目之间推测关系的研究方法.然后,分别从技能映射、技能函数、能力-绩效方法三方面梳理基于能力的知识空间理论的研究进展.进一步地,概述知识空间理论与概率模型、粒计算等结合的研究现状,并介绍知识空间理论在辅助学习与自适应测试方面的应用.最后,探讨上述研究中存在的关键科学问题,并提出初步的研究思路,为该领域的后续研究提供有益的参考.

概念资源图创作系统CRMAPS的设计和应用

概念资源图是一种新型的组合性资源,它通过概念图将教育资源进行有效组织并有意义地使用。本文介绍了概念资源图创作系统的定义及其系统设计,探讨了它与教育资源库的三种整合模式。文章最后分析了概念资源图应用过程中的制作和教学设计两个关键环节案例,并调查了其实际应用效果。

Configurable ontology mapping based on multi-feature

A configurable ontology mapping approach based on different kinds of concept feature information is introduced in this paper. In this approach, ontology concept feature information is classified as five kinds, which respectively corresponds to five kinds of concept similarity computation methods. Many existing ontology mapping approaches have adopted the multi-feature reasoning, whereas not all feature information can be computed in the real ontology mapping and only fractional feature information needs to be selected in the mapping computation. Consequently a configurable ontology mapping model is introduced, which is composed of CMT model, SMT model and related transformation model. Through the configurable model, users can conveniently select the most suitable features and configure the suitable weights. Simultaneously, a related 3-step ontology mapping approach is also introduced. Associated with the traditional name and instance learner-based ontology mapping approach, this approach is evaluated by an ontology mapping application example.