Mastering Concept-Based Teaching - E-Book: A Guide for Nurse Educators

by Jean Foret Giddens PhD, RN, FAAN

Overview

Mastering Concept-Based Teaching - E-Book

Product Details

ISBN-13:	9780323260671
Publisher:	Elsevier Health Sciences
Publication date:	07/01/2014
Sold by:	Barnes & Noble
Format:	eBook
Pages:	184
File size:	4 MB

About the Author

Dean, School of Nursing, University of Kansas, Kansas City, Kansas

Table of Contents

1. The Conceptual Approach – Background and Benefits
2. Concepts in the Context of the Discipline of Nursing
3. Development of Concepts for Concept-Based Teaching
4. Developing a Concept-Based Curriculum
5. Conceptual Learning
6. Teaching Strategies for Classroom and Clinical Settings
7. Evaluation of Student Learning

Editorial Reviews

Reviewer: Kathleen D. Ambrose, MSN (DNP candidate)(St. John Hospital System/Ascension Health)
Description: A collaborative effort of three expert nurse educators, this book presents concepts of learning influences and the connections between information acquisition and knowledge structures that facilitate knowledge application.
Purpose: The authors' goal is to develop a resource for nurse educators that provides the foundation needed to create a satisfying and successful learning environment for students through concept rather than content teaching. The book meets this goal.
Audience: The authors target an audience of nursing faculty in both undergraduate and graduate nursing programs, and graduate nursing students who are preparing for a career in academia. In addition to those in academia, any nurse who teaches, whether patients, fellow nurses, or other healthcare providers, could use this book as a foundation for that teaching.
Features: Through seven interrelated chapters, beginning with a global introduction and ending with concrete methods and tools of application, this book provides a general overview of the conceptual approach in nursing education including background and benefits. Two chapters provide an in-depth look at concepts and understanding of concept-analysis, presenting theoretical and foundational underpinnings. Other chapters present practical applications in developing a concept-based curriculum including development of needed infrastructure. A unique chapter covers the neuroscientific basis for concept learning. The remaining chapters present a comparison of concept-based teaching to traditional content-based instruction, and an overview of evaluation strategies that faculty can use to determine student achievement. Each chapter includes easy-to-follow, topic-focused diagrams and tables, and a synopsis box, "Misconceptions and Clarifications."
Assessment: This book is concise, yet presents enough information for educators or student educators to get a firm foundation in the concept-based education process. Particularly pertinent are the chapter on teaching strategies that connect the theoretical to the practical needs of the educator and the appendixes that the educator can use in the actual teaching and evaluation of students. The chapter on the neuroscience of concept-based education is intriguing. This book is an excellent starting point for nurse educators in concept-based education.

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