[1]李晓萍,丁玉芬,陈雅玲.思维导图在护生临床教学管理中的应用研究[J].西部中医药,2019,32(04):51-53.
　LI Xiaoping,DING Yufen,CHEN Yaling.Application of the Mind Mapping to Clinical Teaching Management of Nursing Students[J].Western Journal of Traditional Chinese Medicine,2019,32(04):51-53.
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思维导图在护生临床教学管理中的应用研究
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《西部中医药》[ISSN:2096-9600/CN:62-1204/R]

卷:
32
期数:
2019年04期
页码:
51-53
栏目:
出版日期:
2019-04-15

文章信息/Info

Title:
Application of the Mind Mapping to Clinical Teaching Management of Nursing Students
文章编号:
1004-6852(2019)04-0051-03
作者:
李晓萍，丁玉芬，陈雅玲
甘肃省中医院，甘肃 兰州 730050
Author(s):
LI Xiaoping, DING Yufen, CHEN Yaling
Gansu Provincial Hospital of Traditional Chinese Medicine, Lanzhou 730050, China
关键词:
思维导图; 护生; 临床教学管理
Keywords:
the mind mapping;  nursing students;  clinical teaching management
分类号:
R471
文献标志码:
A
摘要:
目的：探讨思维导图在护生临床教学管理中的应用研究。方法：选择2个同年级2个班级护生作为研究对象，分为观察组和对照组，每组48名。2组护理操作实训均由同一组教师教授。对照组在教学中不进行思维导图；观察组在教学中给予思维导图教学。比较2组护生对护理操作要点的掌推程度，护生满意度及自我评价评分。结果：对护理操作要点的掌握程度2组比较，差异有统计学意义(P＜0.05)。护生总满意率观察组高于对照组，差异有统计学意义(P＜0.05)。交流沟通能力、分析解决问题能力、自主学习能力、团队协作能力、评判性思维能力、临床思维与推理能力、查阅资料获取信息能力及总分干预前2组比较，差异无统计学意义(P＞0.05)；干预前后2组组内比较，差异有统计学意义(P＜0.05)；干预后组间比较，差异有统计学意义(P＜0.05)。结论：思维导图在护理专业护生临床教学管理中的应用效果明显，值得在临床教学管理中推广应用。
Abstract:
Objective： To discuss the application of the mind mepping to clinical teaching management of nursing students. Methods: The trainees majored in nursing from two classes of in the same grade were chosen as the objects of study, containing the observation group and the control group, 48 cases each group. Nursing operation training of two groups were taught by the teacher in the same group. The control group didn’t accept the mind meppingwhile the observation group performed the mind meppingin the teaching course. To compare the scores of self-evalu ation, satisfactior degrees and the students degree of mostering nursing operation skills between both groups. Results: The difference had statistical meaning in the comparisons of mastery degree to the key points of nursing operation (P＜0.05). Total satisfaction degrees of the observation group were higher than these of the control group, and the difference was statistically significant(P＜0.05). No difference had been found in communication skills, the ability of analyzing and solving the problems, independent learning ability, teamwork collaboration ability, critical thinking, clinical thinking and reasoning ability, access to information and total scores before the interventions between both groups(P＞0.05); the difference had statistical meaning in the comparisons within two groups before and after the intervention(P＜0.05); there was a significant difference in the comparisons between both groups after the intervention(P＜0.05). Conclusion: The application of the mind map to clinical teaching management of nursing students possesses notable effects, and it deserves clinical spread and application.

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备注/Memo

备注/Memo:
收稿日期：2018-08-28 作者简介：李晓萍(1976—)，女，主管护师。研究方向：血液净化护理与护理教学。
更新日期/Last Update: 2019-04-15