Probe into the application effect of mind mapping teaching method in gynecology clinical nursing teaching
探讨思维导图教学法在妇科临床护理教学中的应用效果

摘要

目的 分析探讨思维导图教学法在妇科临床护理教学中的应用效果。方法 选取我院妇科室 2020 年 10 月-2021 年 4 月入科实习护生 30 名作为对照组，2021 年 6 月-2021 年 12 月入科实习护生 30 名作为实 验组，对照组实习护生采用常规教学方法，根据教学大纲进行理论知识讲解，演示操作流程。实验组护生 采用思维导图教学法进行教学，根据妇科实习大纲将每节课的教学知识制作出思维导图，使知识结构形成 系统的整体。出科后对两组护生的综合护理能力进行考核并调查两组护生对于教学效果的认可度。结果 实 验组护生的综合护理能力得分（妇科理论知识、护理操作规范、医患沟通能力、应急处理能力）和教学效 果认可度（提高理论知识、提高自主学习能力、促进师生交流、提高团队协作精神 、激发学习兴趣）均高 于对照组护生，差异均有统计学意义（P＜0.05）。结论 思维导图教学法在妇科临床护理教学中产生了积极 的作用，可以加深护生对妇科知识的理解，培养他们发散思维和自主学习的能力。

Abstract

Objective To analyze and discuss the application effect of mind mapping teaching method in gynecology clinical nursing teaching.
Methods 30 nursing students enrolled in the gynecology department of our hospital from October 2020 to April 2021 were selected as the control group, and 30 nursing students enrolled in the gynecology department from June 2021 to December 2021 were selected as the experimental group. The nursing students in the control group used conventional teaching methods, explained theoretical knowledge according to the teaching syllabus, and demonstrated the operation process. The nursing students in the experimental group used the thought map teaching method to carry out teaching. According to the gynecology practice outline, the teaching knowledge of each class was made into a thought map, so that the knowledge structure could form a systematic whole. After graduation, the comprehensive nursing ability of the two groups of nursing students was assessed and their recognition of the teaching effect was investigated.
Results The scores of comprehensive nursing ability of nursing students in the experimental group (gynecological theoretical knowledge, nursing operation specifications, doctor-patient communication ability, emergency response ability) and the recognition of teaching effect (improving theoretical knowledge, improving self-learning ability, promoting communication between teachers and students, improving teamwork spirit, and stimulating learning interest) were higher than those in the control group, and the differences were statistically significant (P<0.05).
Conclusion   Mind mapping teaching method has played a positive role in the clinical nursing teaching of gynecology, which can deepen the understanding of gynecological knowledge of nursing students and cultivate their abilities of divergent thinking and independent learning.