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Understanding Concepts and the Conceptual Approach
Jean Foret Giddens, PhD APRN-BC, Associate Professor
College of Nursing , University of New [email protected]
Infusing Conceptual Learning Into the Infusing Conceptual Learning Into the ClassroomClassroom
North Carolina Associate Degree Nursing CouncilNorth Carolina Associate Degree Nursing CouncilFall Conference October 23, 2007Fall Conference October 23, 2007
Overview
Foundations in ConceptsConceptual Approach in Nursing Conceptual Teaching and LearningConcept Based Curriculum
What is a Concept?
What is a Concept?A concept is an organizing principle or a
unifying classification of information.Concepts are “mental constructions
representing categories of information that contain defining attributes” (Walker & Advant, 1988)
Humans begin conceptual thinking at an early age.
Defining AttributesThese are the “rules” or “parameters” used to identify, define and recognize a concept.
These are important because these rules help all individuals or groups of individuals universally recognize the concept.
Example:Concepts as Categories
What concepts do the shapes below represent?
What other concepts can you identify?
Example:Concepts as Categories
Concepts for Nursing EducationClarity UsefulWhat are the Concepts for Nursing
Practice?Concepts vs. ExemplarsConcepts vs. Medical Diagnoses
Concept Definition and ExemplarsConcept: Intracranial RegulationDefinition:
Mechanisms that impact intracranial processing and function
Exemplars:Traumatic brain injurySeizuresStroke
Concept Development & PresentationDevelop concepts according to
template for consistencyTypes of/CategoriesPopulations at risk/personal risk factorsAssessmentNursing Care
Primary PreventionSecondary PreventionCollaborative Care
Interrelated Concepts
Conceptual Learning
What is Conceptual Learning?Process by which students learn how to
organize information in logical mental structures.
Focuses on organizing principles – the “cubby holes” in which the mind organizes facts into ideas.
The difference between concept and content focused learning is… “the difference between facts of the Alaska oil spill and an understanding of the importance of environmental sustainability”
(Erickson, 1998 p. 50).
Promoting Conceptual Learning Means……
Focusing on big ideas – students anchor to specifics.
Fostering deep learning, and deep understanding through connections and reflection (as opposed to surface learning).
Developing student-centered learning with a purpose.
Teaching ConceptuallyFocus is on Concept
Exemplars provide content knowledge
Application of content to interrelated concepts
Application of other content to the concept
Pneumonia COPD
Anemia Pulmonary Edema
Pnuemothorax
Oxygenation
PE
RSV
RDS
AMIAsthma
Example #1: Respiratory FailureCase Study
Child – RF with AsthmaChild – RF with Asthma Adult – RF with COPDAdult – RF with COPD
Risk FactorsClinical OnsetPresenting Clinical
ManifestationsCollaborative
ManagementOutcomeInterrelated Concepts
Risk FactorsClinical OnsetPresenting Clinical
ManifestationsCollaborative
ManagementOutcomeInterrelated Concepts
HypertensionASHDRenal FailureDiabetic
RetinopathyPeripheral
NeuropathyPeripheral
Artery Disease
Example #2Long-term complications of DM
Students struggle to grasp the long-term complications associated with DM.
Tendency is to focus on each complication as separate entity
What underlying concept or concepts could explain this?
Example #3 Skill Acquisition: Securing an IV Catheter
What concept(s) apply?
After starting an IV, what steps are necessary to properly secure the IV?
Example #4Cause and Effect Model
Skin Integrity
Nutrition
Perfusion
Oxygenation
Elimination
MotionSensory Percept
ual
Pain
Other Teaching Strategies:Experiential LearningGamesJigsawRole PlayVirtual Experiential Learning
(Neighborhood)Simulation LearningRoundsConcept AnalysisCase Writing
Clinical Judgment Model (Tanner, 2006)
Linking to Nursing ResearchoNoticingoInterpretingoRespondingoReflecting
Final Thoughts on Conceptual Learning
A focus on concepts in itself does not guarantee conceptual learning.
Faculty must adopt active learning
strategies to enhance conceptual learning.
Ideally, concepts are woven through all courses and incorporated into clinical learning as well as didactic courses.
Benefits of Conceptual LearningContent ManagementConcepts addressed across disease
categories and populations.Fosters systematic observations about
events or conditions that influence a problem.
Emphasis on interrelated conceptsCatalyst for challenging students to
think at more advanced levels. Meets the needs of diverse learners
DrawbacksIt is different, thus faculty lack
understandingFaculty resistant to changesRequires a different level of
organizationLack of literature detailing
stepsWhat about NCLEX?
