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Group concept mapping for evaluation and development in nursing education
Kristianstad University, Research Environment PRO-CARE, Patient Reported Outcomes - Clinical Assessment Research and Education. Kristianstad University, School of Health and Society, Avdelningen för Hälsovetenskap I. Kristianstad University, Research Platform for Collaboration for Health.ORCID iD: 0000-0003-2174-372X
Kristianstad University, School of Health and Society, Avdelningen för Sjuksköterskeutbildningarna. Kristianstad University, Research Environment PRO-CARE, Patient Reported Outcomes - Clinical Assessment Research and Education.
Kristianstad University, School of Health and Society, Avdelningen för Oral hälsa och folkhälsovetenskap. Kristianstad University, Research Environment PRO-CARE, Patient Reported Outcomes - Clinical Assessment Research and Education.
Kristianstad University, Research Environment PRO-CARE, Patient Reported Outcomes - Clinical Assessment Research and Education. Kristianstad University, School of Health and Society, Avdelningen för Sjuksköterskeutbildningarna. Kristianstad University, Research Platform for Collaboration for Health.ORCID iD: 0000-0003-4820-6203
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2016 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 20, 147-153 p.Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
2016. Vol. 20, 147-153 p.
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Health Sciences Educational Sciences
Identifiers
URN: urn:nbn:se:hkr:diva-15974DOI: 10.1016/j.nepr.2016.08.006ISI: 000385322200021PubMedID: 27591400OAI: oai:DiVA.org:hkr-15974DiVA: diva2:970604
Available from: 2016-09-14 Created: 2016-09-14 Last updated: 2017-01-11Bibliographically approved

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Hagell, PeterEdfors, EllinorHedin, GitaWestergren, Albert
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Research Environment PRO-CARE, Patient Reported Outcomes - Clinical Assessment Research and EducationAvdelningen för Hälsovetenskap IResearch Platform for Collaboration for HealthAvdelningen för SjuksköterskeutbildningarnaAvdelningen för Oral hälsa och folkhälsovetenskap
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CiteExportLink to record
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Citation style
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