中华医学教育杂志

中华医学教育杂志 ›› 2018, Vol. 38 ›› Issue (4): 561-565.DOI: 10.3760/cma.j.issn.1673-677X.2018.04.019

• 教学方法 • 上一篇    下一篇

思维导图在急诊临床护理学教学中的应用效果研究

苑娜, 吴雪影, 杨莎   

  1. 116027 大连医科大学附属第二医院急诊科
  • 收稿日期:2018-01-26 出版日期:2018-08-01 发布日期:2020-12-08
  • 通讯作者: 吴雪影,Email:wxueying1970@163.com
  • 基金资助:
    中华医学会医学教育分会和中国高等教育学会医学教育专业委员会2016年医学教育研究立项课题(2016B-HL034)

Study on the effect of mind map in emergency clinical nursing teaching

Yuan Na, Wu Xuying, Yang Sha   

  1. Emergency Department,The Second Hospital of Dalian Medical University, Dalian 116027, China
  • Received:2018-01-26 Online:2018-08-01 Published:2020-12-08
  • Contact: Wu Xueying, Email: wxueying1970@163.com
  • Supported by:
    Chinese Medical Association Medical Education Branch and China Association of Higher Education Medical Education Specialized Committee 2016 Medical Education Research Project (2016B-HL034)

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摘要： 目的 在急诊临床护理学教学中应用思维导图,探讨其对护理学专业学生实习效果和临床思维的影响。方法 采用便利抽样的方法选取在大连医科大学附属第二医院急诊科实习的2013级和2014级护理学专业学生为研究对象,将2013级学生设为对照组,将2014级学生设为实验组。对照组采用传统带教方法,实验组在此基础上引入思维导图教学,教学时间为1个月。分别比较教学实施前后两组学生理论考核、技能考核成绩和临床思维能力量表评分,教学结束后3个月、6个月再次对两组学生进行临床思维能力测试并比较评分情况。结果 教学结束后实验组学生理论考核、技能考核成绩,以及临床思维能力评分均高于对照组学生,差异均具有统计学意义(均P＜0.05);教学结束后3个月、6个月实验组学生临床思维能力评分仍然高于对照组学生,差异具有统计学意义(均P＜0.05)。结论 思维导图有利于学生对急诊抢救流程的理解、记忆、归纳和整合,应用思维导图教学可以显著提高学生的临床思维能力。

关键词: 思维导图, 行动导向, 临床带教

Abstract: Objective To explore the effect of the teaching idea of mind map and its effect on the clinical practice and the clinical thinking of the nursing students.Methods A cluster sampling method was used to select nursing undergraduate interns in grade 2013 and 2014. The control group adopted the existing teaching model, and the experimental group introduced the idea of thinking guided map teaching method on the basis of this, and the intervention time was 1 months. The scores of theoretical scores, operation scores and clinical thinking of two groups before and after intervention were compared before and after intervention, and the clinical thinking scores of two groups of nursing students at 3 months and 6 months after intervention were compared.Results The intervention group theory results, operation results, clinical thinking ability scores and the scores were higher than the control group, the comparison between the two groups, the difference was statistically significant (all P < 0.05); 3 months after the intervention, 6 months, two groups of clinical thinking ability scores and the scores were higher than the control group, comparison between the two groups, the difference was statistically significant (all P < 0.05).Conclusions Mind map is clear and hierarchical, which is conducive to the understanding, memory, induction and integration of nursing students for emergency rescue process. The way of mind map teaching can significantly improve the clinical thinking ability of nursing students.

Key words: Mind map, Action oriented, Clinical teaching