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Conceptual Learning

Conceptual learning involves organizing information into logical mental structures and learning organizing principles to group facts into ideas. It challenges students to think at more advanced levels. Conceptual learning focuses on inductive reasoning from facts to principles and deductive reasoning from principles to facts. While focusing on concepts is important, faculty must adopt active learning strategies to enhance conceptual learning by weaving concepts through courses and clinical learning. The benefits of a conceptual approach include focusing on problems across populations and fostering understanding of relationships between events.

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677 views

Conceptual Learning

Conceptual learning involves organizing information into logical mental structures and learning organizing principles to group facts into ideas. It challenges students to think at more advanced levels. Conceptual learning focuses on inductive reasoning from facts to principles and deductive reasoning from principles to facts. While focusing on concepts is important, faculty must adopt active learning strategies to enhance conceptual learning by weaving concepts through courses and clinical learning. The benefits of a conceptual approach include focusing on problems across populations and fostering understanding of relationships between events.

Uploaded by

Faris 2806
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Conceptual Learning

What is Conceptual Learning?


 Conceptual learning is a process by which
students learn how to organize information in
logical mental structures.
 Conceptual learning focuses on learning
organizing principles – the cubby holes in
which the mind organizes facts into ideas.
 Conceptual learning is a catalyst for
challenging students to think at more
advanced levels.
Inductive verses Deductive Learning
 Inductive Learning is  Deductive Learning is
the process of learning the process of learning
and reasoning from and reasoning from
detailed facts to general general principles
principles. (concepts) to detailed
facts.
Facts Principles

Facts
Principles
Pedagogical Approaches
 A focus on concepts in itself does not
guarantee conceptual learning.
 Faculty must adopt active learning strategies
to enhance conceptual learning.
 Concepts must be woven through all courses
and incorporated into clinical learning as well
as didactic courses.
Benefits of Conceptual Approach
 Focus on problems across disease categories and
populations
 Fosters systematic observations about events or
conditions that influence problem
 Fosters understanding of relationships among events
or conditions that impact situation
 Focus on nursing actions and interdisciplinary efforts
Concept Components
 Definition of Concept
 Prevalence & Populations at Risk
 Personal Risk Factors
 Mechanisms/Consequences
 Clinical Manifestations
 Clinical Management
 Interrelated Concepts
 Concept Exemplars
Exemplars to Concept
CONCEPT EXEMPLAR
Definition of Concept Exemplar Definition
Prevalence & Populations at Prevalence & Populations at
Risk Risk
Personal Risk Factors Personal Risk Factors
Mechanisms Mechanisms
Clinical Manifestations Clinical Manifestations
Clinical Management Clinical Management
Interrelated Concepts Interrelated Concepts
Concept Exemplars
Tanner’s Model of Clinical Reasoning
 Helpful as a guide to conceptual teaching
 4 Steps:
 Noticing
 Interpreting
 Responding
 Reflecting
• Understand meaning of concept
• Recognize who is at risk for problems (Notice)
• Recognize problems when they occur (Interpret)
• Know what to do (Respond)
• Understanding of impact on other variables (Reflect)

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Concept

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