Student Engagement in Concept Mapping:  A Theoretical Analysis

Juliet Onabadejo; Richard  Camacho

doi:10.29173/isotl598

Authors

Juliet Onabadejo Red Deer College
Richard Camacho University of Lethbridge

DOI:

https://doi.org/10.29173/isotl598

Keywords:

concept mapping, flipped clinical, student engagement, student retention, clinical reasoning

Abstract

Student engagement has been an important discourse in higher education, and researchers have determined that engagement in educational activities is vital for student retention. Retaining students in learning is crucial in a stressful healthcare environment, hence the need to identify the associated engagement factors. Concept mapping offers students a realistic venue for critical thinking, clinical reasoning, and engagement in educational activities. Building on the results obtained from a basic qualitative study where, interviews and journals were analyzed, we examined the theoretical basis for students’ engagement during concept mapping in a flipped clinical learning. Accordingly, this article discusses the factors that influenced engagement while concept mapping within a stressful healthcare clinical learning environment and explains how the process of mapping patient care improved students’ engagement in learning. The impacts of concept mapping process went beyond participation to self-direction, higher-level thinking, and greater impact on clinical decision making for the student participants.

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Author Biographies

Juliet Onabadejo, Red Deer College

Dr. Juliet Onabadejo’s, jdeleonabad@gmail.com, background is in Medical-surgical nursing. She is focused on furthering her goals of teaching and advancing research in nursing education. She enjoys curriculum development and creating a good learning environment for students. Her research interest is in the area of cultural influence in health and learning.

Richard Camacho, University of Lethbridge

Richard Camacho, r.e.camacho94@gmail.com, is a recent graduate from the University of Lethbridge NESA program. During his studies, Richard took part in various initiatives, including undergraduate research in transcription analysis and coding, and the Research and Scholarship Committee. Richard is looking forward to developing his skills in nursing research, education, and leadership in the years to come.

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