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.
Yuan Na
,
Wu Xuying
,
Yang Sha
. Study on the effect of mind map in emergency clinical nursing teaching[J]. Chinese Journal of Medical Education, 2018
, 38(4)
: 561
-565
.
DOI: 10.3760/cma.j.issn.1673-677X.2018.04.019
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