Application of concept map teaching method of group-discussing mode in standardized nursing training
10.3760/cma.j.issn.1674-2907.2017.35.026
- VernacularTitle:小组讨论式概念图教学法在规培护士中的应用
- Author:
Li'na CHEN
1
;
Xueping HU
;
Huanfang ZHOU
;
Guoqin REN
;
Weifeng ZHANG
;
Huifen LU
Author Information
1. 214002,江苏省无锡市第二人民医院心内科
- Keywords:
Nurses;
Teaching;
Concept map;
Standardized nursing training;
Independent learning
- From:
Chinese Journal of Modern Nursing
2017;23(35):4536-4539
- CountryChina
- Language:Chinese
-
Abstract:
Objective To explore the application effect of concept map teaching of group-discussing mode in standardized nursing training. Methods A total of 80 standardized training nurses in Wuxi No.2 People's Hospital from January 2016 to December 2016 were selected by purposive sampling and randomly divided into the intervention group and the control group, with 40 students in each. The control group was taught according to the conventional teaching method, and the intervention group was taught with the concept map teaching of group-discussing mode. The scores of the independent learning ability assessment scale and the scores of theoretical examination were compared before and after the intervention. The scores of the feedback evaluation scale of concept map teaching of group-discussing mode in the intervention group were observed. Results The score of each dimension and the total score of the independent learning ability assessment scale of the intervention group after intervention were higher than those in the control group, and the difference was statistically significant (P<0.05). The score of theoretical examination in the intervention group was higher than that in the control group with statistical difference (P<0.001). The nurses in the intervention group had a better feedback on the concept map teaching of group-discussing mode. Conclusions The concept map teaching of group-discussing mode obtains good application results in clinical nursing teaching and training, and it can improve the nurses' independent learning ability.
