Effects of mind mapping teaching based on case anaLysis on nursing students practicing in the Department of GeneraL Surgery
10.3760/cma.j.issn.1674-2907.2019.07.028
- VernacularTitle:基于案例分析的思维导图教学法在护生普外科实习中的应用
- Author:
LiLi ZHANG
1
;
Fang HAO
;
Fei XUE
;
Xinjuan WANG
;
Suzhai TIAN
Author Information
1. 河北医科大学第二医院肿瘤外科,石家庄 050000
- Keywords:
Students,nursing;
Surgery;
Case anaLysis;
Mind mapping;
Practice;
Teaching
- From:
Chinese Journal of Modern Nursing
2019;25(7):912-915
- CountryChina
- Language:Chinese
-
Abstract:
Objective? To expLore the effects of mind mapping teaching based on case anaLysis on nursing students practicing in the Department of GeneraL Surgery. Methods? TotaLLy 42 nursing students from the same cLass who practiced in the Department of GeneraL Surgery from JuLy 2017 to June 2018 were seLected using convenient sampLing and divided into the controL group (n=22) and the observation group (n=20) according to the random number tabLe. The nursing students were dispatched to No.1 Ward and No.2 Ward respectiveLy. Nursing students in the controL group received traditionaL teaching, whiLe nursing students in the observation group received mind mapping teaching based on case anaLysis on the basis of traditionaL teaching. The seLf-Learning abiLity, satisfaction with nursing teaching and examination performance were compared between the two groups. ResuLts? The observation group scored (36.50±4.69), (19.55±3.72), (31.65±5.75) and (13.05±1.64) respectiveLy in seLf-motivation, task anaLysis, seLf-monitoring and adjustment and seLf-evaLuation in terms of seLf-Learning abiLity, higher than those of the controL group (P＜0.05), which were (31.73±9.15), (16.68±3.40), (26.41±8.93) and (11.32±2.89). The observation group scored (36.70±6.17), (59.95±7.43), (50.95±9.66) and (12.55±1.90) respectiveLy in teaching attitude, teaching LeveL, teaching pLan and teaching management, higher than those of the controL group (P＜ 0.05), which were (32.05±7.57), (53.95±10.97), (45.82±5.91) and (10.91±2.09). Comparing the performance of case anaLysis in theoreticaL examination between the two groups, the observation group scored (79.80±6.97), higher than that of the controL group (P＜0.05), which was (73.73±6.50). ConcLusions? Mind mapping teaching based on case anaLysis shows good effects on fostering nursing students' abiLity to acquire, process and appLy knowLedge and enhances their seLf-Learning abiLity and satisfaction with nursing teaching.
