{"title":"在护理/助产考试试卷中使用概念图，并对其作为评估工具的可行性和可靠性进行研究。","authors":"Anna V. Chatzi, Claire McNamara","doi":"10.1016/j.nedt.2024.106479","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>Concept maps demonstrate relationships between concepts visually, allowing connections to develop the learner's cognition. Despite studies that demonstrate the value of this method, it has still not been adopted in mainstream nursing education as an assessment tool.</div></div><div><h3>Aim</h3><div>The aim of this study is to evaluate the use of the concept map as an assessment tool in nursing education.</div></div><div><h3>Methods</h3><div>This study was conducted following the one-shot experimental design. One exam paper was designed to be given to participants at the final examination of a core shared undergraduate nursing/midwifery module. The target sample of the study were undergraduate first year students (<em>N</em> = 185). Following initial exposure of student nurses/midwives, during the Autumn semester, concept maps were included into the final exam. These were evaluated and compared with another of the most traditional assessment methods, the multiple-choice question type (MCQ). Quantitative statistical analysis of the concept map and MCQ grades were conducted. Statistical tests were used to compare all pairs of both types of papers.</div></div><div><h3>Results</h3><div>All paired <em>t</em>-test results were found to be statistically significant and effect size results also supported the statistically significant results. Concept maps' structure allows the assessment of the totality of concepts of a specific area/section of the material. MCQs can assess one aspect/detail of a concept at a time without the limitation to draw material from a specific area/section. When used together, educators can use these different features in assessing student's knowledge/understanding on the totality of taught material. Additional advantage of the concept map is its straightforward, objective and quick correction process.</div></div><div><h3>Conclusion</h3><div>The study provides evidence that the concept map can be a trusted assessment tool for identifying the nursing students' gaps in knowledge and comprehension.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106479"},"PeriodicalIF":3.6000,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The use of concept maps in nursing/midwifery exam papers and their examination on their feasibility and reliability as assessment tools\",\"authors\":\"Anna V. 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引用次数: 0
摘要
背景：概念图以直观的方式展示概念之间的关系，通过概念之间的联系来发展学习者的认知。目的：本研究旨在评估概念图作为评估工具在护理教育中的使用情况：本研究采用一次性实验设计。设计了一份试卷，在护理/助产专业本科核心共享模块的期末考试中发给参与者。研究的目标样本是本科一年级学生（N = 185）。在秋季学期，学生护士/助产士初步接触概念图后，将其纳入期末考试。对概念图进行了评估，并与另一种最传统的评估方法--选择题（MCQ）进行了比较。对概念图和 MCQ 的成绩进行了定量统计分析。统计检验用于比较两类试卷的所有配对结果：所有配对 t 检验结果均具有统计学意义，效应大小结果也支持具有统计学意义的结果。概念图的结构允许对教材特定领域/部分的全部概念进行评估。MCQ 可以一次评估一个概念的一个方面/细节，而不受从特定领域/部分提取材料的限制。如果将这些不同的功能结合起来使用，教育工作者就可以评估学生对所教材料整体的知识/理解。概念图的另一个优势是其直接、客观和快速的修正过程：本研究证明，概念图是一种值得信赖的评估工具，可用于确定护理专业学生在知识和理解方面存在的差距。
The use of concept maps in nursing/midwifery exam papers and their examination on their feasibility and reliability as assessment tools
Background
Concept maps demonstrate relationships between concepts visually, allowing connections to develop the learner's cognition. Despite studies that demonstrate the value of this method, it has still not been adopted in mainstream nursing education as an assessment tool.
Aim
The aim of this study is to evaluate the use of the concept map as an assessment tool in nursing education.
Methods
This study was conducted following the one-shot experimental design. One exam paper was designed to be given to participants at the final examination of a core shared undergraduate nursing/midwifery module. The target sample of the study were undergraduate first year students (N = 185). Following initial exposure of student nurses/midwives, during the Autumn semester, concept maps were included into the final exam. These were evaluated and compared with another of the most traditional assessment methods, the multiple-choice question type (MCQ). Quantitative statistical analysis of the concept map and MCQ grades were conducted. Statistical tests were used to compare all pairs of both types of papers.
Results
All paired t-test results were found to be statistically significant and effect size results also supported the statistically significant results. Concept maps' structure allows the assessment of the totality of concepts of a specific area/section of the material. MCQs can assess one aspect/detail of a concept at a time without the limitation to draw material from a specific area/section. When used together, educators can use these different features in assessing student's knowledge/understanding on the totality of taught material. Additional advantage of the concept map is its straightforward, objective and quick correction process.
Conclusion
The study provides evidence that the concept map can be a trusted assessment tool for identifying the nursing students' gaps in knowledge and comprehension.
期刊介绍：
Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education.
The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives.
Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.
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