Developing Rusnani Concept Mapping for Nursing Students Using ADDIE
Journal name: The Malaysian Journal of Medical Sciences
Original article title: Using the ADDIE Model to Develop a Rusnani Concept Mapping Guideline for Nursing Students
The Malaysian Journal of Medical Sciences (MJMS) is a peer-reviewed, open-access journal published online at least six times a year. It covers all aspects of medical sciences and prioritizes high-quality research.
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Rusnani Ab Latif, Mohd Zarawi Mat Nor
The Malaysian Journal of Medical Sciences:
(A peer-reviewed, open-access journal)
Full text available for: Using the ADDIE Model to Develop a Rusnani Concept Mapping Guideline for Nursing Students
Year: 2020 | Doi: 10.21315/mjms2020.27.6.11
Copyright (license): CC BY 4.0
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Summary of article contents:
Introduction
Concept mapping has become recognized as an effective learning strategy that enhances critical thinking and creativity, particularly in nursing education. This study focuses on the creation of the Rusnani Concept Mapping (RCM) protocol guideline, which serves as a framework for nurse educators aiming to implement this educational tactic effectively. By adapting established instructional design models such as the Mohd Afifi Learning Model (MoAFF) and the ADDIE model, the RCM guideline seeks to provide a structured approach that aligns with contemporary educational needs in nursing.
The RCM Guideline Framework
The RCM guideline consists of five phases: Analysis, Design, Development, Implementation, and Evaluation (ADDIE). Each phase is critical to constructing an effective concept mapping-based learning strategy. During the analysis phase, researchers identified the need for improved instructional methods among nursing students, particularly regarding their understanding of complex medical topics such as diabetes mellitus. In the design phase, specific learning objectives were established to foster critical thinking through the use of concept maps. The development phase involved creating a lesson plan that incorporated a variety of assessment tools, including a concept mapping care plan and multiple-choice questions, which were validated using expert evaluations and the Delphi technique. Reliability analyses indicated high levels of consistency and validity for the RCM guideline, suggesting its practicality for enhancing student understanding.
Conclusion
The findings from this study emphasize the importance and effectiveness of the RCM guideline as a teaching tool in nursing education. With a reliability score of 0.816, the RCM guideline has proven to be a valuable resource for nurse educators seeking to enhance their teaching methods and improve students' academic performance. Incorporating concept mapping into nursing curricula aligns with the need for student-centered learning approaches, which encourage active participation and deeper understanding among students. The researchers advocate for broader adoption of such innovative educational strategies within nursing programs to foster critical thinking skills, ultimately enhancing the quality of nursing education and practice.
FAQ section (important questions/answers):
What is the purpose of the Rusnani concept mapping (RCM) protocol?
The Rusnani concept mapping (RCM) protocol serves as a guideline for nurse educators, helping them implement concept mapping as an effective teaching strategy to enhance nursing students' academic performance and foster critical thinking skills.
How was the reliability of the RCM guideline measured?
The reliability of the RCM guideline was measured using Cronbach's alpha, which resulted in a coefficient of 0.816, indicating high reliability and validity of the guideline for nursing education.
What models contributed to the development of the RCM protocol?
The RCM protocol was developed by integrating the Mohd Afifi learning model (MoAFF) with the ADDIE model, which involves phases like analysis, design, development, implementation, and evaluation to enhance educational strategies.
What assessment method was used for validating the guideline's content?
Content validity of the RCM guideline was evaluated using the Delphi technique, involving expert panel reviews to reach consensus on the relevance, accuracy, and sufficiency of the content for nursing education.
Glossary definitions and references:
Scientific and Ayurvedic Glossary list for “Developing Rusnani Concept Mapping for Nursing Students Using ADDIE”. This list explains important keywords that occur in this article and links it to the glossary for a better understanding of that concept in the context of Ayurveda and other topics.
1) Table:
In educational research, a table is a crucial tool for organizing and presenting data systematically. It enables researchers to summarize findings, compare variables, and analyze trends effectively. Tables enhance clarity by visually breaking down complex information, making it more accessible for readers, and allowing for quick reference and evaluation of results.
2) Learning:
Learning is the process through which individuals acquire new knowledge, skills, or behaviors. It involves assimilation and understanding, leading to behavioral change. In educational contexts, learning is facilitated through various methods and approaches, such as concept mapping, which enhances critical thinking and comprehension skills among students, especially in nursing education.
3) Teaching:
Teaching encompasses the methodologies and practices used to impart knowledge and skills to learners. It is a dynamic process that adapts to students' needs, learning styles, and educational settings. Effective teaching not only conveys information but also inspires critical thinking, problem-solving, and independent learning in students, preparing them for real-world applications.
4) Study (Studying):
Studying is the deliberate effort to acquire knowledge or skills through reading, practice, or investigation. It is essential for academic success, particularly in nursing, where complex information must be understood and retained. Effective studying techniques, such as concept mapping, enhance comprehension and facilitate better information retention, ultimately improving student performance.
5) Reliability:
Reliability in research refers to the consistency and stability of a measurement tool across different instances. A reliable assessment provides accurate results, such as test scores that yield similar outcomes when repeated. High reliability ensures trustworthiness in educational measurements and practices, thereby enhancing the credibility of research findings and educational programs.
6) Education:
Education is a comprehensive process that encompasses teaching and learning experiences across various contexts. It aims to cultivate knowledge, skills, and critical thinking in individuals, preparing them for personal and professional success. Effective education incorporates innovative strategies, such as concept mapping, to enhance learning and student engagement, particularly in nursing fields.
7) Performance:
Performance represents the effectiveness with which an individual executes tasks or responsibilities, particularly in an academic or professional context. In nursing education, performance is often assessed through practical and theoretical evaluations. Enhancing students' academic performance through innovative teaching methods like concept mapping can lead to better clinical outcomes and professional competence.
8) Measurement:
Measurement refers to the process of quantifying characteristics or outcomes, essential in educational research and assessments. Accurate measurement tools allow educators to evaluate student learning, performance, and the effectiveness of teaching strategies. This process contributes to continuous improvement in educational methodologies, ensuring that learning objectives align with student needs and capabilities.
9) Rules:
Rules serve as guidelines or principles that govern behavior, actions, and practices within educational settings. In the context of nursing education, rules ensure that students adhere to ethical standards and best practices in patient care. Clear, consistent rules foster a structured learning environment, promoting accountability, safety, and professional conduct.
10) Field:
Field refers to a specific area of study, profession, or activity. In nursing education, the field encompasses the theoretical and practical aspects of healthcare. Understanding the nuances of the field is crucial for educators and students, as it informs teaching strategies, curriculum development, and the preparation of competent nursing professionals.
11) Training:
Training is a systematic process aimed at enhancing skills, knowledge, and competencies in a specific area. In education, training equips students with the necessary tools and practical experience to excel in their field. Ongoing training for educators also fosters the implementation of innovative teaching methods, improving educational outcomes and student engagement.
12) Knowledge:
Knowledge refers to the information, understanding, and skills acquired through experience or education. It is fundamental in educational contexts, particularly nursing, where applying theoretical knowledge to practice is critical. Enhancing students' knowledge through innovative methods promotes critical thinking and empowers them to provide quality patient care in complex clinical situations.
13) Activity:
Activity relates to actions or tasks undertaken to achieve specific learning objectives within educational contexts. Engaging students in interactive activities, such as concept mapping or hands-on simulations, promotes active learning, critical thinking, and collaboration. Activities are integral to creating a dynamic learning environment that fosters deeper understanding and retention of knowledge.
14) Sharman (Sarma, Sharma, Sarman):
Sharma may refer to individuals or authors in educational literature who contribute insights or research findings related to teaching, learning, and assessment practices. Contribution from experts like Sharma enriches educational discourse by providing empirical evidence or theoretical perspectives on methods to improve educational outcomes, particularly in nursing education and practices.
15) Roman (Roma):
Roman could refer to methodologies or frameworks that draw on historical and cultural perspectives in education. Learning from diverse traditions, including Roman approaches to education, can provide valuable insights into current teaching methods, promoting inclusivity and adaptability in educational practices. Such perspectives may enhance teaching strategies and student engagement.
16) Line:
In educational contexts, 'line' may refer to a sequence of actions, principles, or guidelines that inform teaching strategies and assessments. Establishing a clear line of communication between educators and students is crucial for effective learning. Transparency in expectations and objectives fosters a supportive learning environment conducive to student success.
17) Post:
Post refers to the period following a certain event, such as the aftermath of a teaching method implementation or research study. Post-assessment is crucial in evaluating the effectiveness of educational interventions. It enables educators to gather feedback, analyze results, and make necessary adjustments to improve teaching and learning processes.
18) Observation:
Observation involves closely monitoring behaviors, actions, or outcomes in an educational or clinical setting. It is essential for assessing student performance, instructional effectiveness, and the application of learned skills. Observational data provides valuable insights to inform instructional design, improve teaching strategies, and enhance the overall educational experience for nursing students.
19) Discussion:
Discussion is a collaborative process of exchanging ideas, perspectives, or findings among individuals. In education, discussion encourages critical thinking and enhances understanding of complex subjects. It allows students to articulate their thoughts, challenge assumptions, and engage in deeper analysis, aiding their learning process, especially in nursing education where teamwork is vital.
20) Developing:
Developing refers to the process of creating or enhancing educational tools, curricula, or methodologies. In nursing education, developing innovative approaches, such as the Rusnani concept mapping (RCM), is vital for ensuring that teaching strategies meet the needs of students and effectively prepare them for real-world challenges in healthcare settings.
21) Tamilnadu (Tamil-nadu):
Tamilnadu is a state in India, often referred to in educational research contexts related to regional studies, educational policies, or practices. Educational professionals and researchers from Tamilnadu contribute to the literature, sharing local insights, challenges, and successes. Their contributions are essential for adapting educational strategies to fit cultural and regional contexts.
22) Gathering:
Gathering refers to the collection of information, data, or resources for analysis or evaluation. In educational research, gathering relevant data about students’ performance, attitudes, or experiences is vital for informing teaching practices. Effective gathering techniques, including surveys and assessments, contribute to a comprehensive understanding of educational efficacy and student learning outcomes.
23) Relative:
Relative in an educational context can refer to the relationship or relevance of concepts or practices to a particular field of study. It emphasizes the need to connect teaching strategies with students' experiences and real-world applications. Understanding relative concepts enhances learning by making education more meaningful and applicable to students’ future careers.
24) Quality:
Quality in education refers to the standard of teaching methods, curricular content, and student outcomes. Ensuring high quality in educational practices is essential for producing competent professionals, particularly in nursing. Quality-focused education promotes effective learning environments, critical thinking, and adaptability in students as they prepare for their careers in healthcare.
25) Meeting:
Meeting in an educational context often refers to discussions or gatherings of stakeholders, including educators, students, and administrators, to address issues, share insights, or plan curricula. Collaborative meetings foster communication, promote transparency, and advance educational objectives, ensuring that programs align with best practices and meet students’ learning needs.
26) Account:
Account refers to an explanation or description, particularly regarding methods or results in education. An accurate account of teaching practices or student assessments is crucial for fostering improvement and accountability. It ensures that educators can reflect on their effectiveness, adjust strategies, and uphold high standards in nursing education and training.
27) Reason:
Reason refers to the underlying justification or explanation for actions or decisions made within educational contexts. Understanding the reason behind specific teaching strategies or assessments is essential for improving educational outcomes. It enables educators to reflect critically on their methods and align them with students' learning needs and industry standards.
28) Bharu:
Bharu may refer to geographical or cultural aspects related to education in specific regions, impacting educational policies and practices. It can also denote local educational institutions that contribute to research and literature. Recognizing the significance of local contexts like Bharu enhances the relevance and applicability of educational methods in nursing education.
29) Santa (Shanta, Samta, Shamta):
Santa could refer to Santa Monica or a similar entity in educational discussions. It may allude to specific educational institutions or programs within a region. The involvement of educational entities named 'Santa' can offer unique educational insights or research contributions, particularly in fields such as nursing, healthcare, or general education.
30) Putra:
Putra may refer to Universiti Putra Malaysia (UPM) or similar institutions known for their contributions to higher education. These institutions impact educational research and practices, particularly in fields like nursing. Their efforts in innovation and curriculum development play a significant role in shaping the quality of education delivered to students.
31) India:
India represents a significant context in educational research and practices due to its diverse cultural, social, and economic factors affecting education. Innovations and studies emerging from India provide valuable insights into teaching methodologies, education policies, and the implementation of practices relevant to fields like nursing in a multicultural landscape.
32) Kota:
Kota could refer to specific educational hubs or regions that contribute to regional studies or educational practices. Understanding the context of Kota enhances awareness of unique educational needs, fostering the development of tailored teaching strategies that address local challenges and cater to the diverse student population.
33) Rand:
Rand refers to the RAND Corporation, known for research that improves public policy through rigorous analysis. Its contributions can enhance educational methodologies by providing evidence and insights that inform decision-making processes. Utilizing findings from Rand's research supports the development of effective educational frameworks and policies, particularly in nursing education.
34) Sage:
Sage refers to Sage Publications, a prominent academic publisher known for publishing research and educational materials. Their resources contribute to the scholarly conversation surrounding educational methodologies, making accessible evidence-based practices that inform teaching strategies and curriculum development. This enhances the quality of educational practices in various fields, including nursing.