From the psychological point of view, constructing concept maps resembles the discovery learning process characteristic for kids under three years of age. It is especially useful for nursing students as they very often face the need to understand the bigger issues (the big picture) of nursing care. Concept map creation makes the learning process more meaningful for a nursing student as it involves emotional submersion in clear concepts and synthesizing previously attained knowledge with practical knowledge, rather than memorizing concepts by heart.
The concept map creation is very useful for nursing students preparing for clinical practice. It can start with constructing a focus question: for example a reason for seeking care. Then, the creator brainstorms about 15 to 25 concepts related to that question, writes them on separate Post-its, and places them on a board. The concepts can include signs, symptoms, diagnoses, health needs and nursing care. Nursing students construct the preliminary map when they ascertain the relationships between the concepts. Finally, the learners should revise the map for clarity, reposition concepts if necessary, and draw a final map.
Concept maps are useful in curriculum planning and creation, and as a learning tool for students. Their creation helps educators understand, evaluate and redraw course content. Concept maps are frequently used for patient care and clinical care planning by nursing students. The map creation helps the students understand concepts, plan the patient or clinical care logically, and take patients' best interests in mind, as it initiates a creative thinking process and better memorization of the learning material.