CONCEPT MAP

CONCEPT MAP
Dr. Henrik Pallos
Why CONCEPT MAP?
A useful way to conceptualize stress is to view it as a process whereby an individual perceives and responds to events that he
appraises as overwhelming or threatening to his well-being (Lazarus & Folkman, 1984). A critical element of this definition is
that it emphasizes the importance of how we appraise—that is, judge—demanding or threatening events (often referred to
as stressors); these appraisals, in turn, influence our reactions to such events. Two kinds of appraisals of a stressor are
especially important in this regard: primary and secondary appraisals. A primary appraisal involves judgment about the degree
of potential harm or threat to well-being that a stressor might entail. A stressor would likely be appraised as a threat if one
anticipates that it could lead to some kind of harm, loss, or other negative consequence; conversely, a stressor would likely be
appraised as a challenge if one believes that it carries the potential for gain or personal growth. For example, an employee who
is promoted to a leadership position would likely perceive the promotion as a much greater threat if she believed the
promotion would lead to excessive work demands than if she viewed it as an opportunity to gain new skills and grow
professionally. Similarly, a college student on the cusp of graduation may face the change as a threat or a challenge. The
perception of a threat triggers a secondary appraisal: judgment of the options available to cope with a stressor, as well as
perceptions of how effective such options will be (Lyon, 2012). As you may recall from what you learned about self-efficacy, an
individual’s belief in his ability to complete a task is important (Bandura, 1994). A threat tends to be viewed as less catastrophic
if one believes something can be done about it (Lazarus & Folkman, 1984). Imagine that two middle-aged women, Robin and
Maria, perform breast self-examinations one morning and each woman notices a lump on the lower region of her left breast.
Although both women view the breast lump as a potential threat (primary appraisal), their secondary appraisals differ
considerably. In considering the breast lump, some of the thoughts racing through Robin’s mind are, “Oh my God, I could have
breast cancer! What if the cancer has spread to the rest of my body and I cannot recover? What if I have to go through
chemotherapy? I’ve heard that experience is awful! What if I have to quit my job? My husband and I won’t have enough money
to pay the mortgage. Oh, this is just horrible…I can’t deal with it!” On the other hand, Maria thinks, “Hmm, this may not be
good. Although most times these things turn out to be benign, I need to have it checked out. If it turns out to be breast cancer,
there are doctors who can take care of it because the medical technology today is quite advanced. I’ll have a lot of different
options, and I’ll be just fine.” Clearly, Robin and Maria have different outlooks on what might turn out to be a very serious
situation: Robin seems to think that little could be done about it, whereas Maria believes that, worst case scenario, a number
of options that are likely to be effective would be available. As such, Robin would clearly experience greater stress than would
Maria.
https://cnx.org/contents/pynP3PlL@4/What-Is-Stress#CNX_Psych_14_01_Appraisals
Graduating from CQU and entering the
workforce can be viewed as either a threat
(loss of financial support) or a challenge
(opportunity for independence and growth).
TEXTBOOK
Stress: individual perceives and responds to events that he appraises as
overwhelming or threatening to his well-being (Lazarus & Folkman,
1984).
• Stressor: demanding or threatening events
• Appraisal: primary and secondary
• Primary: judgment about the degree of potential harm or threat to well-being
• Example: employee promotion, graduation
• Secondary: judgment of the options available to cope with a stressor, as well
as perceptions of how effective such options will be
• Example: breast self-examination > lump on the lower region of her left breast
LECTURE
https://cnx.org/contents/pynP3PlL@4/What-Is-Stress#CNX_Psych_14_01_Appraisals
HEALTH CARE SETTING
The main application of
concept mapping is
knowledge representation
in clear visual format.
Concept Map vs Mind Map
Mind Map
Mind Map
1. graphical tool to visually organize and structure knowledge
2. major ideas are connected directly to the central concept, and other ideas
branch out from those
• Visual structure:
• created around a single concept
• central concept declares the subject of the
mind map
• first-level topics, sometimes known as
“basic ordering ideas,” define the scope of
the topic to be covered by the mind map
• sub-topics radiating from them are known
as “child topics”
• ideal for brain-storming
CONCEPT MAP
CONCEPT MAP
1. graphical tool to visually organize and structure knowledge
2. depicts suggested relationships between concepts
• Visual structure:
• represents ideas and information as boxes or circles
• connects with labelled arrows in a “downward-branching” hierarchical structure
• relationship between concepts can
be articulated in linking phrases
• a concept can have multiple parents
and children
• ideal for modelling complex relationships
between pieces of information
CONCEPT MAP characteristics
Arrangement:
• general concepts at the top of
the map, with more specific
concepts arrayed hierarchically
below
• connector lines usually
contains linking words that
summarize the relationship
between the concepts they
connect
• concepts may be cross-linked
with each other to depict more
complex relationships between
topics
• a concept may have multiple
connector lines, each one
representing a different
relationship
What is a “concept”?
• “concept” is a perceived regularity or pattern in events or objects, or
records of events or objects, designated by a label [(Novak (1984),
based on Ausubel’s (1968; 2000) and Toulmin’s (1972) work]
• set of words used to join concepts to express the relationships
between the (usually) two concepts
• selecting the appropriate linking words to clearly express the
relationship between two concepts is challenging
http://cmap.ihmc.us/docs/Concept.php
What are linking words / linking phrases?
Medical Pathophysiology Concept Maps
Medical Pathophysiology Concept Maps
General
• choose the clinical model on Moodle
• only allowed to use information/content from your lecture notes
• you will also assess others’ concept maps and that requires that you are familiar with the
content of others’ concept maps
• have access to the same information to make your judgement
• use the Cmap tools software (easiest to use)
• Adobe Photoshop, Microsoft Power Point
• depth is based on the content and depth of the lecture notes
• do not go beyond that (of course you can search for more information for your own
understanding)
• summarize the information from the lecture notes meaningfully and visually well
• you would like to place your concept map on your wall at home because you will use it for exam
preparation
• concept map will be assessed by the marking rubric that is available on the Moodle
site
• you will have access to the same marking rubric during the assessment phase online
Medical Pathophysiology Concept Maps
Some specific information:
• Headings: your choice what headings/concepts you use as long as it is logical and clear
• the demo is an example
• you can see many other possibilities from other students
• a concept map is the representation of your thinking
• no two maps should be the same as we all think differently! A Concept Map “opens up” the way
we think.
• Branching: you decide the direction of branching, it is your choice as long as it is
logical and clear
• Hierarchy: you decide the level of hierarchy, it is your choice as long as it is logical and
clear
• Referencing: no referencing is required
• you are only allowed to use the lecture notes
• the Harvard style referencing in the course profile is included as the default, I can’t remove it.
• Spelling: US/UK/AU spelling is accepted
• Formatting/submission: see requirements
YOUR CLINICAL MODEL
YOUR CONCEPT MAP
Pathophysiology Clinical
manifestations
Diagnostic
criteria Treatment

CONCEPT MAP PEER-ASSESSMENT

Assessment

Grading and

Week 3 Monday
17:00 AEST
Week 8 Friday
17:00 AEST
Week 4 Friday
17:00 AEST
Week 10 Friday
17:00 AEST
Due dates: do not wait until last minute, there will be no
opportunity to submit your work later if you have technical issue as
the various phases switch on/off on the due date.

Submission and Format Guide
• Submission format requirements:
• File format: jpeg only
• File name: clinical model name only or abbreviation of clinical model name if it is more than 2 words
• Correct: Menopause, Acromegaly, PID, SIADH etc.
• Presentation format requirements:
1. No name is allowed on Concept Map to keep it anonymous for peer-assessment
2. No student ID is allowed on Concept Map to keep it anonymous for peer-assessment
3. Font style: Verdana
4. Font size: 12
5. Font color: black
6. Background color: white
7. Background color of boxes: colors are allowed if color codes are explained
8. Color of connecting lines: colors are allowed if color codes are explained
9. If different connecting lines are used (bold, dash, dot etc. ), explanation must be included
10. If abbreviation is used, explanation must be included
11. Presence of ? marks in connecting lines: formatting mistake
12. Broken lines with space: formatting mistake
13. Missing connecting lines: formatting mistake
14. Missing arrowheads connecting concepts: formatting mistake
Requirements 11, 12, 13 and 14: Non-accumulating mistakes (ie. 1 missing arrowhead counts as 1 mistake, many
missing arrowheads also counts as 1 mistake)
Formatting 7, 8, 9, 10
Formatting 11, 12, 13, 14
QUESTIONS?
S Y
A
A
N
O A R
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