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\"How do we think about the worlds we live in? The formation of categories of events and objects seems to be a fundamental orientation procedure. Facet theory and its main tool, the mapping sentence, deal with categories of behavior and experience, their interrelationship, and their unification as our worldviews. In this book Hackett reviews philosophical writing along with neuroscientific research and information form other disciplines to provide a context for facet theory and the qualitative developments in this approach. With a variety of examples, the author proposes mapping sentences as a new way of understanding and defining complex behavior\"-- Provided by publisher.

In this study, individual serial concept mapping was employed as a learning approach to demonstrate learner development over time. Participants (n = 22) individually completed serial concept maps consisting of five iterations. A highly structured peer feedback process was employed to support interaction within learners’ zone of proximal development. Learners’ perceptions regarding the development of personal knowledge, process knowledge, and content knowledge were discussed, indicating positive growth in all types of knowledge. Concept mapping with a highly structured feedback loop promoted higher-order thinking skills such as analyzing, evaluation, reflection, and creative thinking. The highly structured peer reviewed process was noted by the learners as influencing learners’ conceptual understanding and development of their serial concept map.

Introduction: Applying knowledge and skills taught in classrooms into practice is a crucial aspect of nursing education, known as clinical practice. The successful completion of this application procedure will allow them to effectively connect the disparities between theoretical knowledge and practical experience, thus enhancing their skills and expertise in clinical decision-making. Prior research indicated that 70.7% of the participants could apply their classroom learning to their clinical practice. Concept mapping is an advantageous instrument for creating a treatment plan for a patient that is both coherent and systematic. Aims: The main objective of this research study is to evaluate the effectiveness of the CMCP in clinical settings. Methods: This study employed a quasi-experimental design and included a sample of 218 second-year nursing students, with 109 participants in each group. Respondents were randomly recruited to either a control group, which received a lecture-based intervention, or an experimental group, which received a concept mapping intervention. The respondents were chosen from areas within four nursing colleges affiliated with Institut Latihan Kementerian Kesihatan Malaysia (ILKKM). A p-value less than 0.05 was considered to be significantly different. Result: In clinical practices, the experimental group scored a CMCP score of 65.23, while the control group scored 59.33. The paired t-test (p < 0.05) observed significant statistical differences between the experimental and control groups. Conclusions: Concept mapping is essential for educators in nursing seeking to enhance their students' comprehension, apply theoretical information in clinical rotations, and develop understanding through enhanced conceptual connections.

Purpose Affective events theory (AET) highlights the importance of work events as antecedents of distinct emotions, attitudes, and work behavior. However, few attempts have been made to systematically classify positive and negative work events. The aim of this study was to develop a comprehensive taxonomy of affective work events to provide a common frame of reference for future research and to improve communication among researchers regarding research on affective work events. Design and Methodological Approach Positive and negative affective work events were sampled from employees using a diary study design. We used concept mapping methodology as an exploratory approach to analyze the data on affective work events. Findings Two hundred eighteen employees reported 559 positive and 383 negative affective work events. We identified four positive and seven negative event clusters. Each event cluster showed a unique relationship with distinct affective states, even when controlling for the occurrence of events without clustering and trait affect. The results support the validity of our taxonomy. Implications This study contributes to previous literature by providing a comprehensive yet parsimonious classification of both positive and negative affective work events. The affective work event clusters found reflect personal values of agency and communion. This classification of affective events as reflecting agentic and communal values provides a starting point for the integration of findings from previous studies. Originality and Value The taxonomy developed in this study provides an integrative approach and a basis for future research to more differentially investigate relationships proposed by AET.

Computer-supported collaborative concept mapping (CSCCM), as one of the computer-mediated instruction and learning strategies, has been used to foster collaborative knowledge construction (CKC). Previous research has characterized groups based on final knowledge artifacts, products, or performances, rather than the temporal, process-oriented characteristics generated during the collaborative learning process. To fill this gap, this research clustered groups into distinct clusters based on the collaborative discourse data by using agglomerative hierarchical clustering approach, and examined the process characteristics of different clusters and associated performances. Four clusters were identified and labeled. Cluster 1, the high-performing cluster, was characterized as the actively-engaged, idea-centered, consensus-achieved, and socioemotional-engaged cluster. Cluster 2, the low-performing cluster, was characterized as the inactively-engaged, information-shared, goal-oriented, and reflection-revolved cluster. Cluster 3, the medium-performing cluster, was characterized as the inactively-engaged, problems-unsolved, and reflection-revolved cluster. Cluster 4, the medium-performing cluster, was characterized as the actively-engaged, idea-centered, and goal-oriented cluster. Based on the results, this research proposed instructional strategies and assessment implications for improving CSCCM research and practice.

Background In recent years public health research has shifted to more strengths or asset-based approaches to health research but there is little understanding of what this concept means to Indigenous researchers. Therefore our purpose was to define an Indigenous strengths-based approach to health and well-being research. Methods Using Group Concept Mapping, Indigenous health researchers ( N  = 27) participated in three-phases. Phase 1: Participants provided 218 unique responses to the focus prompt “Indigenous Strengths-Based Health and Wellness Research…” Redundancies and irrelevant statements were removed using content analysis, resulting in a final set of 94 statements. Phase 2: Participants sorted statements into groupings and named these groupings. Participants rated each statement based on importance using a 4-point scale. Hierarchical cluster analysis was used to create clusters based on how statements were grouped by participants. Phase 3: Two virtual meetings were held to share and invite researchers to collaboratively interpret results. Results A six-cluster map representing the meaning of Indigenous strengths-based health and wellness research was created. Results of mean rating analysis showed all six clusters were rated on average as moderately important. Conclusions The definition of Indigenous strengths-based health research, created through collaboration with leading AI/AN health researchers, centers Indigenous knowledges and cultures while shifting the research narrative from one of illness to one of flourishing and relationality. This framework offers actionable steps to researchers, public health practitioners, funders, and institutions to promote relational, strengths-based research that has the potential to promote Indigenous health and wellness at individual, family, community, and population levels.

Background Patient engagement is seen as a necessary component in achieving the triple aim of improved population health, improved experience of care, and lower per capita health care costs. While there has been a substantial increase in the number of tools and patient-centered initiatives designed to help patients participate in health decisions, there remains a limited understanding of engagement from the perspective of patients and a lack of measures designed to capture the multi-faceted nature of the concept. Methods Development of a concept map of patient engagement followed a five-step modified Group Concept Mapping (GCM) methodology of preparation, generation, structuring, analysis and interpretation. We engaged a Project Advisory Committee at each step, along with three rounds of survey collection from clinicians and patients for element generation (272 clinicians, 61 patients), statement sorting (30 clinicians, 15 patients), and ranking and rating of statements (159 clinicians, 67 patients). The survey of three separate samples, as opposed to focus groups of ‘experts,’ was an intentional decision to gain a broad perspective about the concept of patient engagement. We conducted the structure and analysis steps within the groupwisdom concept mapping software. Results The final concept map comprised 47 elements organized into 5 clusters: Relationship with Provider, Patient Attitudes and Behaviors, Access, Internal Resources and External Resources. There was considerable agreement in the way elements in each cluster were rated by patients and clinicians. An analysis of the importance of the constitutive elements of patient engagement relative to their addressability highlighted actionable items in the domain of Relationship with Provider, aimed at building trust and enabling patients to ask questions. At the same time, the analysis also identified elements traditionally considered barriers to engagement, like personal access to the internet and the patient’s level of digital literacy, as difficult to address by the healthcare system, but also relatively less important for patients. Conclusions Through our GCM approach, incorporating perspectives of both patients and clinicians, we identified items that can be used to assess patient engagement efforts by healthcare systems. As a result, our study offers specific insight into areas that can be targeted for intervention by healthcare systems to improve patient engagement.

While explicit conceptual models help to inform research, they are left out of much of the health professions education (HPE) literature. One reason may be the limited understanding about how to develop conceptual models with intention and rigor. Group concept mapping (GCM) is a mixed methods conceptualization approach that has been used to develop frameworks for planning and evaluation, but GCM has not been common in HPE. The purpose of this article is to describe GCM in order to make it more accessible for HPE scholars. We recount the origins and evolution of GCM and summarize its core features: GCM can combine multiple stakeholder perspectives in a systematic and inclusive manner to generate explicit conceptual models. Based on the literature and prior experience using GCM, we detail seven steps in GCM: (1) brainstorming ideas to a specific “focus prompt,” (2) preparing ideas by removing duplicates and editing for consistency, (3) sorting ideas according to conceptual similarity, (4) generating the point map through quantitative analysis, (5) interpreting cluster map options, (6) summarizing the final concept map, and (7) reporting and using the map. We provide illustrative examples from HPE studies and compare GCM to other conceptualization methods. GCM has great potential to add to the myriad of methodologies open to HPE researchers. Its alignment with principles of diversity and inclusivity, as well as the need to be systematic in applying theoretical and conceptual frameworks to practice, make it a method well suited for the complexities of contemporary HPE scholarship.

Group concept mapping is a participatory mixed-methods approach to social and behavioral research that integrates qualitative group processes with multivariate statistical analyses to generate, structure and represent the content of a specific topic. Group concept mapping is widely recognized as a means for capturing the complexity found in social phenomena and many claim the process and results of the method are emergent. Despite these claims however, the ontological, epistemological, and methodological foundations of group concept mapping, viewed through the phenomenological lenses of complexity and emergence, have not been fully explored. Moreover, the characteristics of group concept mapping as a shared mental model lacks a clear description. This paper argues for a more precise description of collective group mental model construction and examines emergence as a critical multi-level process for found in group concept mapping. Based on this appraisal, group concept mapping can be characterized as a discontinuous compilation model that displays configural properties congruent with this typology. The phenomenon exhibited in this type of model are the result of patterned emergence processes, and concept mapping appears to exemplify several principles associated with the conceptualization of emergence. The implications for two research activities where group concept mapping is often used, theory and measure development, are discussed.

Background Establishing the most important outcomes for school-based speech-language therapy is essential to guide future research and program evaluation for these services. Many health disciplines have developed core outcomes sets (COS) for this purpose. A COS encompasses the most important outcomes for particular health services as identified by appropriate interested parties. These interested parties usually represent health care providers and those with the health condition. In this paper, we report the development of a guiding framework for a COS for speech-language therapy services in schools in a Canadian context. Methods Using a group concept mapping method, we identified the outcomes for inclusion in the COS guiding framework through the elicited opinions of key interested parties: speech-language therapists, teachers, and family members of children with speech, language, and communication needs. We extracted 103 statements (potential outcomes) from a previous data set of interview transcripts. We then asked participants to sort the statements into conceptually similar groups, which were aggregated and transformed into a cluster map using multidimensional scaling followed by hierarchical cluster analysis. Participants also rated each statement on 5-point scales for importance and feasibility. We calculated mean ratings for individual statements and for all statements in a cluster, for all participants and for participant groups separately. Results We identified seven core outcomes for school-based speech-language services in Ontario, Canada. These included: classroom-based services, a holistic approach, support for teachers, care coordination, accessible services, family supports, and student success. All outcomes were rated highly for importance. Feasibility ratings were consistently below importance ratings. All participant groups concurred that a holistic approach was the most important outcome and accessible services was the least feasible outcome to achieve. Conclusions The seven outcomes identified in this study are recommended to guide the development of a full COS to direct future research and program evaluation for school-based speech-language services. These outcomes have not been widely included in previous research and should be incorporated into future research alongside specific intervention outcomes. Data for some outcomes may be available from non-traditional sources such as administrative data sets. Consequently, their use for program evaluations should be accompanied by appropriate institutional support to allow speech-language therapists to make meaningful use of appropriate outcomes data.