应用思维导图构建本科护生《医院感染预防与控制》教学的探究  

Study on the application of mind map teaching in constructing undergraduate nursing students' learning of Hospital Infection Prevention and Control

作　　者：李艳芳 谭玉婷[1] 屈群芳 易霞[1] LI Yanfang;TAN Yuting;QU Qunfang;YI Xia(Hunan University of Chinese Medicin)

机构地区：[1]湖南中医药大学,长沙410000

出　　处：《医学动物防制》2018年第8期756-759,共4页Journal of Medical Pest Control

基　　金：2015年湖南省普通高等学校教学改革研究立项项目-基于概念图的护生评判思维能力培养模式研究(10210001002061)

摘　　要：目的探索思维导图教学法在本科护生《医院感染预防与控制》教学的应用策略,促使学生深入理解《医院感染预防与控制》课程的内在联系,提高学习效率,培养学生自主学习能力和思维能力,提升综合素质。方法试验组采用思维导图教学法,对照组采用传统教学法,通过该课程考核成绩、评判性思维能力水平、自主学习能力及教学满意度等指标综合评估思维导图教学法的优劣势。结果采用思维导图教学法组在课程互动程度(t=7.996,P<0.01)、课程展现形式(t=16.872,P<0.01)、创新思维培养(t=12.639,P<0.01)、知识接受和记忆能力(t=3.510,P<0.01)、分析归纳能力(t=4.211,P<0.01)、对以后工作学习的影响力(t=17.128,P<0.001)这6大指标满意度均高于传统教学模式,差异有统计学意义;思维导图模式教学组在该课程考核成绩水平上明显高于传统教学组(t=3.188,P<0.01);两组学生在自主学习能力养成方面差异有统计学意义(χ~2=23.382,P<0.01);思维导图教学在学生寻找真相(t=11.221,P<0.05)、开放思想(t=10.377,P<0.05)、分析能力(t=12.021,P<0.05)、系统化能力(t=3.374,P<0.05)、评判思维的自信心(t=9.218,P<0.05)、求知欲(t=9.012,P<0.05)、认知成熟度(t=5.217,P<0.05)及总分(t=22.337,P<0.05)指标上均显著高于传统教学组,差异有统计学意义。结论思维导图教学法在本科护生《医院感染预防与控制》教学中的运用有助于增强教学质量和课程考核成绩,有助于护生评判性思维水平的提高和自主学习能力的养成;同时,构建思维导图教学模式有助于提高课堂教学的满意度。Objective To explore the application of mind map teaching in undergraduate nursing students＇ learning of Hospital Infection Prevention and Control,to promote students＇ in-depth understanding of the internal linkages of the Hospital Infection Prevention and Control course,and to improve students＇ learning efficiency,cultivate their autonomous learning and thinking ability,and enhance their comprehensive quality. Methods The experimental group adopted the mind map teaching method,while the control group adopted the traditional teaching method. The evalution results of the course,critical thinking ability,autonomic learning ability and teaching satisfaction index were used to evaluate the advantages and disadvantages of the mind map teaching method. Results The satisfaction index of mind map teaching method group was higher than that of traditional teaching mode in 6 aspects-the curriculum interaction（ t = 7. 996,P〈0. 01）,the form of presentation（ t = 16. 872,P〈0. 01）,the cultivation of innovative thinking（ t = 12. 639,P〈0. 01）,the ability of knowledge acceptance and memory（ t = 3. 510,P〈0. 01）,the ability of analysis and induction（ t = 4. 211,P〈0. 01）,and the influence on work and study in future（ t = 17. 128,P 0. 001）. The difference was statistically significant. The teaching group of mind mapping mode was obviously higher than the traditional one（ t = 3. 188,P〈0. 01） in the level of the examination results. There were statistically significant differences between the two groups in the development of self-learning ability（ χ^2= 23. 382,P〈0. 01）. The index of mind map teaching were significantly higher than that of traditional teaching group in students＇ seeking the truth（ t = 11. 221,P 11. 221）,the open-minded thinking（ t = 10. 377,P 10. 377）,the ability of analysis（ t = 12. 021,P〈0. 05） and systematization（ t = 3. 374,P〈0. 05）,the confidence of critical thinking（ t = 9. 218,P〈0. 05）,the desire for knowledge（ t = 9. 012,P〈0. 05�

关 键 词：思维导图 医院感染 本科护生 教学模式 

分 类 号：R197.3[医药卫生—卫生事业管理]