ICU Mind Map

Mind Maps in the ICU xxxxxxxx ABSTRACT 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
Print publications were also accessed via the Surrey Public Library, and course materials. There were fifteen resources analyzed during the literature review for this paper. There were 11 journal articles, two texts, an editorial and a webpage utilized. The resources ranged in date from 1994-2013, and of them two were Canadian (Melrose, 2013; Pratt et al, 2001); seven were American (All, Huycke, & Fisher, 2003; Budd, 2012, Huffines et al, 2013; Kostovich et al, (2007); Manthey & Miller, 1994;Oermann & Gaberson, 2010; Picton, 2009) and the remainder from countries such as Brazil, the United Kingdom, and Australia. Of the resources, nine were descriptive (All, Huycke, & Fisher, 2003; Bunzan & Bunzan, 1993; Davies, 2013; Manthey & Miller, 1994; Melrose, 2013;; Oermann & Gaberson, 2010, Picton, 2007; Pratt et al, 2001; Zinn Website (1990)) and six were experimental (Budd, 2012; Mattos et al, 2012, Obringer et al, (2012); Huffines, et al (2013); Kostovich et al, (2007) Whiting and Sines, 2012). The experimental sample sizes ranged from small groups of parents (Whiting and Sines, 2012) to hundreds of employees (Matteos et al, 2012). Outcomes associated with mind mapping included mind mapping being a strong teaching tool; appealing to different learning styles; & increasing communication and comprehension, which will be
Aspects addressed throughout this teaching guide included a theoretical baseline review, mind mapping review and comparison, a literature review, learning objectives, assessing learners and discussion of positive outcomes and challenges associated with mind mapping. An approach stemming from Zinn (1990)’s Humanistic Philosophical Perspective and Pratt et al (2001)’s Developmental Teaching Perspective was articulated. Discoveries such as those by Huffines et al (2013) and Obringer et al (2012) prompted the necessity of the development of this tool; Huffines et al (2013) note that families report feeling “uninformed and disenfranchised” (p. 57) in the ICU, and Obringer et al (2012) discovered that families had a “reduction in anxiety and increased satisfaction” (p. 1652) when individualized education took place. This paper has shown how mind mapping can help counter the negative perceptions verbalized by some family members, give rise to new meaning of their loved one illness and prognosis. Three positive outcomes from using mind mapping as a teaching strategy were discussed: A strong teaching tool; appealing to many learning styles, and increasing communication & comprehension. Future directions this teaching guide can take include being incorporated into an ICU orientation