Abstract
Clinical nursing education allows students to integrate classroom theory into clinical practice. The process of concept mapping allows the student to synthesize clinical experiences by continually modifying a preconference diagram or map. Through faculty support and guidance, the student can incorporate assessment data, research findings, and individual values and beliefs into the concept map. Postconference discussion provides opportunities for the student to complete a final evaluation of the learning process. The author discusses ways a concept map can change throughout the clinical day as the student gains knowledge and confidence through patient interaction.