Effects of mind mapping teaching based on case analysis on nursing students practicing in the Department of General Surgery
Lili Zhang, Fang Hao, Fei Xue, Xinjuan Wang, Suzhai Tian
Published 2019-03-06
Cite as Chin J Mod Nurs, 2019, 25(7): 912-915. DOI: 10.3760/cma.j.issn.1674-2907.2019.07.028
Abstract
ObjectiveTo explore the effects of mind mapping teaching based on case analysis on nursing students practicing in the Department of General Surgery.
MethodsTotally 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.
ResultsThe 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) .
ConclusionsMind 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.
Key words:
Students, nursing; Surgery; Case analysis; Mind mapping; Practice; Teaching
Contributor Information
Lili Zhang
Department of Surgical Oncology, the Second Hospital of Hebei Medical University, Shijiazhuang 050000, China
Fang Hao
Department of Surgical Oncology, the Second Hospital of Hebei Medical University, Shijiazhuang 050000, China
Fei Xue
Department of Surgical Oncology, the Second Hospital of Hebei Medical University, Shijiazhuang 050000, China
Xinjuan Wang
No.2 Department of Oncology, the Second Hospital of Hebei Medical University, Shijiazhuang 050000, China
Suzhai Tian
New Campus Office, the Second Hospital of Hebei Medical University, Shijiazhuang 050000, China
