The purpose of this article is to offer a different methodology for teaching and learning in continuing nursing education and staff development. This article describes a qualitative research study that analyzed how linkages are made between theoretical material and clinical nursing practice. Findings indicate that nursing students did not link the elements of nursing process together, that clinical preparation was not linked to theoretical material, that the meaning students made of the information was different than the instructors' and that concepts from the basic sciences were not incorporated into student meaning structures. Implications for the use of concept maps as an educational strategy in continuing nursing education are drawn.
During the period when North America is colonized, many dialects in English experience loss of word final /r/, but some maintain it. Settlers from regions losing the final /r/ arrive in New England, New York City and the South, but settlers who keep the /r/ arrive in the Mid Atlantic and Canada. The MId-Atlantic form becomes Standard American/Standard Canadian while the New England and Southern forms become regional dialects. Standard . continues to evolve into Californian English and other varieties (as does New England/New York/South).
Various attempts have been made to conceptualize the process of creating concept maps. Ray McAleese, in a series of articles, has suggested that mapping is a process of off-loading . In this 1998 paper, McAleese draws on the work of Sowa  and a paper by Sweller & Chandler.  In essence, McAleese suggests that the process of making knowledge explicit, using nodes and relationships , allows the individual to become aware of what they know and as a result to be able to modify what they know.  Maria Birbili applies that same idea to helping young children learn to think about what they know.  The concept of the knowledge arena is suggestive of a virtual space where learners may explore what they know and what they do not know.