1. Understanding Concepts and the Conceptual Approach
Infusing Conceptual Learning Into the Classroom
North Carolina Associate Degree Nursing Council
Fall Conference October 23, 2007
Jean Foret Giddens, PhD APRN-BC, Associate Professor
College of Nursing , University of New Mexico

2. Overview Foundations in Concepts Conceptual Approach in Nursing
Conceptual Teaching and Learning
Concept Based Curriculum

3. What is a Concept?

4. 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.

5. Defining Attributes
These 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.

6. Example: Concepts as Categories
What concepts do the shapes below represent?
What other concepts can you identify?

7. Example: Concepts as Categories

8. Concepts for Nursing Education
Clarity
Useful
What are the Concepts for Nursing Practice?
Concepts vs. Exemplars
Concepts vs. Medical Diagnoses

9. Concept Definition and Exemplars
Concept: Intracranial Regulation
Definition:
Mechanisms that impact intracranial processing and function
Exemplars:
Traumatic brain injury
Seizures
Stroke

10. Concept Development & Presentation
Develop concepts according to template for consistency
Types of/Categories
Populations at risk/personal risk factors
Assessment
Nursing Care
Primary Prevention
Secondary Prevention
Collaborative Care
Interrelated Concepts

11. Conceptual Learning

12. 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).

13. 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.

14. Teaching Conceptually
Focus is on Concept
Exemplars provide content knowledge
Application of content to interrelated concepts
Application of other content to the concept

15. Concept: Oxygenation and possible exemplars
Pulmonary
Edema
Pnuemothorax
Anemia PE
RDS
AMI
Pneumonia
COPD
Asthma
RSV
Oxygenation

16. Example #1: Respiratory Failure Case Study
Child – RF with Asthma
Adult – RF with COPD
Risk Factors
Clinical Onset
Presenting Clinical Manifestations
Collaborative Management
Outcome
Interrelated Concepts
Risk Factors
Clinical Onset
Presenting Clinical Manifestations
Collaborative Management
Outcome
Interrelated Concepts

17. Example #2 Long-term complications of DM
Hypertension
ASHD
Renal Failure
Diabetic Retinopathy
Peripheral Neuropathy
Peripheral Artery Disease
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?

18. 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?

19. Example #4 Cause and Effect Model
Motion
Sensory Perceptual
Oxygenation
Perfusion
Elimination
Nutrition
Skin Integrity
Pain

20. Other Teaching Strategies:
Experiential Learning
Games
Jigsaw
Role Play
Virtual Experiential Learning (Neighborhood)
Simulation Learning
Rounds
Concept Analysis
Case Writing

21. Clinical Judgment Model (Tanner, 2006)
Linking to Nursing Research
Noticing
Interpreting
Responding
Reflecting

22. 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.

23. Benefits of Conceptual Learning
Content Management
Concepts addressed across disease categories and populations.
Fosters systematic observations about events or conditions that influence a problem.
Emphasis on interrelated concepts
Catalyst for challenging students to think at more advanced levels.
Meets the needs of diverse learners

24. Drawbacks It is different, thus faculty lack understanding
Faculty resistant to changes
Requires a different level of organization
Lack of literature detailing steps
What about NCLEX?