思维导图在高职急危重症护理学课程教学中的应用
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摘要
目的探讨思维导图在急危重症护理学课程教学中的应用效果。方法选取2013级共212名高职护理专业学生为研究对象,并随机分为对照组和试验组,试验组采用思维导图进行教学,对照组采用传统教学法教学。教学前后对学生进行自主学习能力评价,并比较教学后两组学生的考核成绩。结果教学后试验组学生理论、技能考核成绩及自主学习能力得分均高于对照组,差异具有统计学意义(P<0.01)。结论采用思维导图教学对高职护理专业学生进行急危重症护理学教学,可激发学生学习兴趣,提高学生自主学习能力,增强教学效果。
Objective To evaluate the effects of mind mapping in the course of Emergency and Critical Care Nursing among higher vocational nursing students. Methods A total of 212 vocational nursing students were randomly assigned to the control group or the experimental group. The experimental group was taught by the mind mapping method,and the control group was taught by the traditional teaching method. Students were evaluated by the autonomic learning ability tool in each group before and after the intervention. Besides,the final examination scores and skill assessment scores of the two groups were compared. Results The final examination scores,skill assessment scores,and the autonomic learning ability of students in the experimental group were higher than those in the control group(P<0.01). Conclusion Mind mapping can effectively stimulate students' learning interest,cultivate their autonomous learning ability and improve the quality of teaching.
Objective To evaluate the effects of mind mapping in the course of Emergency and Critical Care Nursing among higher vocational nursing students. Methods A total of 212 vocational nursing students were randomly assigned to the control group or the experimental group. The experimental group was taught by the mind mapping method,and the control group was taught by the traditional teaching method. Students were evaluated by the autonomic learning ability tool in each group before and after the intervention. Besides,the final examination scores and skill assessment scores of the two groups were compared. Results The final examination scores,skill assessment scores,and the autonomic learning ability of students in the experimental group were higher than those in the control group(P<0.01). Conclusion Mind mapping can effectively stimulate students' learning interest,cultivate their autonomous learning ability and improve the quality of teaching.
引文
[1]霍枚玫,吴肖晓,余颖,等.CBL教学法在高职《急危重症护理学》教学中的应用研究[J].实用临床护理学电子杂志,2017(15):147-148.
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[6]刘依玲,刘国莲,陈永,等.思维导图对护理专业学生学习效率的影响[J].中国高等医学教育,2017(3):63-65.
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[11]林虹,吕一婷,林梅.思维导图在高职护理专业内科护理学中的应用研究[J].中华护理教育,2015,12(5):363-366.
[12]Patterson C,Crooks D,Lunyk-Child 0.A new perspective on competencies for self-directed learning[J].J Nurs Educ,2002,41(1):25-31.
[13]O'Shea E.Self-directed learning in nurse education:a review of the literature[J].J Adv Nurs,2003,43(1):62-70.
[14]惠亚娟.高职高专护理专业学生自主学习能力的现状调查[J].中华护理教育,2014,11(11):831-834.
[15]李莉,赵莉.运用思维导图培养本科护生自主学习能力的研究[J].中国现代医学杂志,2016,26(9):89-92.
[2]王玲利.高职高专学生特点及相应教学策略探析[J].中国科教创新导刊,2010(13):51.
[3]袁立洁,任伟.PBL法在《急危重症护理学》教学中应用的效果[J].中国保健营养,2016,26(5):199-200.
[4]王莉莉,王蓓,王开慧,等.思维导图在乳腺癌术后并发症护理中的应用[J].中华护理杂志,2013,48(1):75-76.
[5]Spencer JR,Anderson KM,Ellis KK.Radiant thinking and the use of the mind map in nurse practitioner education[J].J Nurs Educ,2013,52(5):291-293.
[6]刘依玲,刘国莲,陈永,等.思维导图对护理专业学生学习效率的影响[J].中国高等医学教育,2017(3):63-65.
[7]张喜琰.护理专业学生自主学习能力测评工具的研制及现状调查[D].沈阳:中国医科大学,2007.
[8]张庆芬,闫玲.思维导图在胰腺癌术后并发症护理临床教学中的应用[J].中华护理教育,2016,13(8):611-613.
[9]易红.思维导图案例教学法对护生评判性思维能力的影响[J].全科护理,2015,13(4):291-292.
[10]余儒,詹健,单云峰,等.思维导图在外科护理教学查房中的应用[J].护理与康复,2011,10(11):1000-1001.
[11]林虹,吕一婷,林梅.思维导图在高职护理专业内科护理学中的应用研究[J].中华护理教育,2015,12(5):363-366.
[12]Patterson C,Crooks D,Lunyk-Child 0.A new perspective on competencies for self-directed learning[J].J Nurs Educ,2002,41(1):25-31.
[13]O'Shea E.Self-directed learning in nurse education:a review of the literature[J].J Adv Nurs,2003,43(1):62-70.
[14]惠亚娟.高职高专护理专业学生自主学习能力的现状调查[J].中华护理教育,2014,11(11):831-834.
[15]李莉,赵莉.运用思维导图培养本科护生自主学习能力的研究[J].中国现代医学杂志,2016,26(9):89-92.