Meaningful learning through the creation a digital concept map is the easiest way to gain cognitive knowledge, new information, and possibility how to expand among learners. Only a few empirical studies have been conducted in the field of nursing regarding learning through concept mapping to achieve higher levels of knowledge and digital skills. The study evaluated the student’s ability to visualize cognitive knowledge by creating a digital concept map. The objectives were to identify the perception using digital technologies and conceptual mapping, differences and relationships between gender, age, years of study, and branches. We used the ContextMinds program map creation. There were 92 Slovak students of nursing, public health and physiotherapy participated in the study. Data were collected and analyzed using IBM SPSS version 25.0. Perception of learning using digital concept mapping strategy was assessed using descriptive statistics, where paired t-test, analysis of variance (ANOVA) and Chi-square were used. The study found a positive perception of creating the digital concept map, but a low level of digital skills. First-year students took one or more weeks to submit the final version of the concept map in comparison to third-year students who took one or more hours. For second-year students, a creation of a concept map was less problematic than for first-year students. Students prefer standard teaching and learning methods. Healthcare absolvents are required to be proficient in digital literacy. Applying cognitive knowledge to create a digital concept map is a challenging strategy procedure.

The study suggests that special attention needs to be paid, not only during but also after treatment, to the patients from low socioeconomic groups.

The ability to provide ethical and effective care depends on healthcare professionals possessing certain moral competence level. Moral development captures

Učebnica poskytuje komplexný a interdisciplinárny pohľad na problematiku humánnej výživy v kontexte verejného zdravotníctva, hygieny výživy a prevencie ochorení. Je koncipovaná ako základný aj rozširujúci študijný materiál pre študentov zdravotníckych, biomedicínskych a verejno-zdravotníckych odborov, ako aj pre odborníkov pôsobiacich v oblasti výživy, hygieny, potravinárstva a zdravotnej politiky. Publikácia systematicky pokrýva všetky kľúčové oblasti výživy človeka – od základných zložiek potravy (bielkoviny, sacharidy, tuky, vitamíny, minerálne látky), ich biologickej a energetickej hodnoty, cez odporúčané výživové dávky a tvorbu racionálneho jedálnička, až po hodnotenie nutričného stavu populácie. Osobitná pozornosť je venovaná antioxidantom, probiotikám a funkčným potravinám, ktoré predstavujú moderný a dynamicky sa rozvíjajúci segment výživovej vedy. Učebnica reflektuje aktuálne trendy v stravovaní vrátane alternatívnych spôsobov výživy, prerušovaného pôstu, vysokoproteínových diét a konzumácie spracovaných a ultraprocesovaných potravín, pričom ich hodnotí z hľadiska vedeckých dôkazov, zdravotných prínosov aj rizík. Dôležitou súčasťou je problematika cudzorodých látok v potravinách, potravinárskych aditív a legislatívnych rámcov ich používania, ako aj význam pitnej vody, jej kvalita, úprava a zdravotné riziká spojené s kontamináciou. Publikácia sa venuje aj špecifickým oblastiam, ako sú alimentárne nákazy, výživa v jednotlivých vývinových obdobiach detí, nemocničné stravovanie a diétne systémy. Praktickú hodnotu učebnice zvyšuje zaradenie metodicky spracovanej praktickej časti zameranej na mikrobiologické hodnotenie pokrmov rýchleho občerstvenia, založenej na reálnych dátach regionálnych úradov verejného zdravotníctva. Text je spracovaný prehľadne, s využitím tabuliek, obrázkov a aktuálnej odbornej literatúry, čo umožňuje čitateľovi nielen osvojenie teoretických poznatkov, ale aj ich aplikáciu v praxi. Učebnica predstavuje ucelený, moderný a vedecky podložený zdroj poznatkov o výžive ako jednom zo základných determinantov zdravia populácie.

Introduction: The value of student knowledge and practical experience is recognized worldwide in higher education. Successful learning requires regular gaining of knowledge and its retention as long as possible. The purpose of the concept mapping method is to move away from linear thinking to visually engaging, dynamic and easier to remember knowledge. Our goal was to find out how the concept mapping method helps meaningful learning. Material and method: We used the Contextminds software and measured the cognitive component of the students‘ knowledge using the method of concept mapping with our own questionnaire, which ascertained the students‘ opinions on the learning activities and the technology used. The results of descriptive statistics are presented in the form of averages and standard deviations. Statistically significant differences between selected variables were determined by analysis of variance (ANOVA). Statistical data were calculated using SPSS version 25.0. Result: Concept mapping significantly helped students in connecting different types of information, memorizing and understanding the material covered. The advantage of the software application was the use of artificial intelligence (AI), but even so, the usefulness of each strategy depended on the actual knowledge and skills of the student. Students needed one or more weeks to submit the final version of the digital concept map. Conclusion. The development of strategic education methods currently enables educational institutions to be lifelong and responsible pathfinders of education. Concept mapping is a strategic teaching method that has the potential to change the way healthcare students learn.

Introduction: The importance of health literacy in Europe and the world is growing and it is becoming a very necessary tool for the so-called healthy society. Core of Work: As part of the methodology, we chose analytical perspectives on the connections between critical thinking and health literacy and the creation of analytical judgment. Health literacy is associated with literacy involving human know ledge, motivation and competence to access, understand, evaluate and apply health information so that decisions regarding health care, disease prevention and health promotion are made in every day life. Conclusion: Health education is also the domain of nursing, there fore it is necessary to support the abilities and skills of nurses to develop critical thinking during the education of clients, which will also support the increase in health literacy of the population.