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Learning Objective 1: The learner will be able to state the four salient dimensions of conceptual understanding identified by this concept analysis.
Learning Objective 2: The learner will be able to identify both the barriers and benefits to acheiving conceptual understanding.
Background – Conceptual understanding has been previously studied in the math and science education literature. The use of the concept in nursing literature remains sparse.
Data Sources – Electronic searches using the key words “conceptual understanding” were conducted in the Cumulative Index of Nursing and Allied Health Literature (CINAHL), educational literature using the ERIC database, and psychology literature using the PsycInfo database. Literature supporting the use of conceptual understanding in teaching medication dosage calculations was also included.
Review Method - Dimensional analysis was the method chosen for this concept analysis because it emphasizes contexts, perspectives, and assumptions and integrates with constructivist teaching methodologies.
Results - Four salient dimensions and four sub-dimensions of conceptual understanding were identified from the literature. The salient dimensions were: procedural and factual knowledge, making connections, knowledge transfer, and metacognition. The sub-dimensions were: meaningful learning strategies, misconceptions, memorization and anxiety.
Conclusions - Undergraduate nursing curriculum can be strengthened by an increased focus on conceptual understanding. Teaching medication dosage calculation is one area where conceptual understanding can be incorporated.
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