Mind Mapping is a teaching strategy which should be introduced to family meetings in the ICU. A mind map, where a central image or theme is present, and sub-themes radiate off of the main theme (Whiting & Sines, 2012), creates a temporary scaffold (Melrose, 2013) for learning. This paper seeks to be a descriptive resource identifying why mind mapping is an effective teaching resource, and will encompass teaching and philosophical approaches; a literature review; description of and differentiating between mind maps and concept maps, identify who the learners are and how to assess them; describe three positive outcomes of mind mapping that mind mapping is a strong teaching tool; appeals to many different learning styles, and increases communication and comprehension; discuss challenges inherent in developing this guide and conclude with suggestions for future directions. Key Words: mind mapping, teaching Mind Maps in the ICU The healthcare system today is a multi-faceted, many-tiered world which can be a foreign entity to navigate for those not privy to health care system insider knowledge (Obringer, Hilgenburg & Booker, 2012). Combine the overwhelming nature of Intensive Care Units (ICU)s for families with attempting to find
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