Group concept mapping for evaluation and development in nursing education
(2016) In Nurse Education in Practice 20. p.147-153- Abstract
The value of course evaluations has been debated since they frequently fail to capture the complexity of education and learning. Group Concept Mapping (GCM), a participant-centred mixed-method was explored as a tool for evaluation and development in nursing education and to better understand students' learning experiences, using data from a GCM-based evaluation of a research training assignment integrating clinical practice and research data collection within a Swedish university nursing program. Student nurses (n = 47) participated in a one-day GCM exercise. Focus group brainstorming regarding experiences from the assignment that the students considered important and instructive yielded 98 statements that were individually sorted based... (More)
The value of course evaluations has been debated since they frequently fail to capture the complexity of education and learning. Group Concept Mapping (GCM), a participant-centred mixed-method was explored as a tool for evaluation and development in nursing education and to better understand students' learning experiences, using data from a GCM-based evaluation of a research training assignment integrating clinical practice and research data collection within a Swedish university nursing program. Student nurses (n = 47) participated in a one-day GCM exercise. Focus group brainstorming regarding experiences from the assignment that the students considered important and instructive yielded 98 statements that were individually sorted based on their student-perceived relationships, and rated regarding their importance/instructiveness and need for development. Quantitative analysis of sort data produced a 2-dimensional map representing their conceptual relationships, and eight conceptual areas. Average cluster ratings were plotted relative to each other and provided a decision aid for development and planning by identifying areas (i.e., “Research methodology”, “Patients' perspectives”, and “Interviewer role”) considered highly important/instructive and in high need for development. These experiences illustrate the use and potential of GCM as an interactive participant-centred approach to evaluation, planning and development in nursing and other higher health science educations.
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- author
- Hagell, Peter ; Edfors, Ellinor ; Hedin, Gita ; Westergren, Albert and Hammarlund, Catharina Sjödahl LU
- organization
- publishing date
- 2016-09-01
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Evaluation, Experiential learning, Group Concept Mapping, Mixed-methods, Nursing education research
- in
- Nurse Education in Practice
- volume
- 20
- pages
- 7 pages
- publisher
- Elsevier
- external identifiers
-
- scopus:84984832946
- pmid:27591400
- wos:000385322200021
- ISSN
- 1471-5953
- DOI
- 10.1016/j.nepr.2016.08.006
- language
- English
- LU publication?
- yes
- id
- 9a524787-e179-4040-afaa-242892d23af5
- date added to LUP
- 2016-10-20 13:00:06
- date last changed
- 2024-06-28 17:19:51
@article{9a524787-e179-4040-afaa-242892d23af5,
abstract = {{<p>The value of course evaluations has been debated since they frequently fail to capture the complexity of education and learning. Group Concept Mapping (GCM), a participant-centred mixed-method was explored as a tool for evaluation and development in nursing education and to better understand students' learning experiences, using data from a GCM-based evaluation of a research training assignment integrating clinical practice and research data collection within a Swedish university nursing program. Student nurses (n = 47) participated in a one-day GCM exercise. Focus group brainstorming regarding experiences from the assignment that the students considered important and instructive yielded 98 statements that were individually sorted based on their student-perceived relationships, and rated regarding their importance/instructiveness and need for development. Quantitative analysis of sort data produced a 2-dimensional map representing their conceptual relationships, and eight conceptual areas. Average cluster ratings were plotted relative to each other and provided a decision aid for development and planning by identifying areas (i.e., “Research methodology”, “Patients' perspectives”, and “Interviewer role”) considered highly important/instructive and in high need for development. These experiences illustrate the use and potential of GCM as an interactive participant-centred approach to evaluation, planning and development in nursing and other higher health science educations.</p>}},
author = {{Hagell, Peter and Edfors, Ellinor and Hedin, Gita and Westergren, Albert and Hammarlund, Catharina Sjödahl}},
issn = {{1471-5953}},
keywords = {{Evaluation; Experiential learning; Group Concept Mapping; Mixed-methods; Nursing education research}},
language = {{eng}},
month = {{09}},
pages = {{147--153}},
publisher = {{Elsevier}},
series = {{Nurse Education in Practice}},
title = {{Group concept mapping for evaluation and development in nursing education}},
url = {{http://dx.doi.org/10.1016/j.nepr.2016.08.006}},
doi = {{10.1016/j.nepr.2016.08.006}},
volume = {{20}},
year = {{2016}},
}