思维导图联合视频反馈式教学在神经内科实习护生操作考核中的应用  

Application of mind mapping combined with video feedback teaching in operation training and assessment for neurology nursing students

作　　者：李阿敏[1] 王艳梅 管雪 徐宁 叶晓双 胡凤英 周立恒[1] 汪苗 LI Amin;WANG Yanmei;GUAN Xue;XU Ning;YE Xiaoshuang;HU Fengying;ZHOU Liheng;WANG Miao(Department of Nursing,Taihe County People's Hospital,Taihe,Anhui,236600;Department of Neurology,Taihe County People's Hospital,Taihe,Anhui,236600;School of Nursing Wannan Medical College,Wuhu,Anhui,241002)

机构地区：[1]太和县人民医院护理部,安徽太和236600 [2]太和县人民医院神经内科,安徽太和236600 [3]皖南医学院护理学院,安徽芜湖241002

出　　处：《中西医结合护理》2025年第3期119-124,共6页Chinese Journal of Integrative Nursing

基　　金：皖南医学院高等教育教学改革研究项目(2022jyxm114);安徽省教育厅高校优秀拔尖人才培育资助项目(gxyqZD2019039)。

摘　　要：目的探讨思维导图联合视频反馈式教学在神经内科实习护生操作考核中的应用效果。方法本研究采用非随机对照试验方法,将2023年1月—6月在神经内科实习的30例实习护生作为对照组,采用传统的出科操作考核模式;将2023年7月—12月在神经内科实习的30例实习护生作为观察组,出科操作采用思维导图联合视频反馈式教学。统计两组实习护生出科技能操作平均成绩;对观察组实习护生进行护理教学效果评价,内容包括操作内容的掌握度、操作内容的理解力、操作内容的记忆力、操作内容的技巧性、操作的兴趣等5个方面。结果观察组实习护生出科技能操作平均成绩为(95.32±6.78)分,高于对照组(92.35±8.32)分,差异有统计学意义(P<0.05)。在考核结束后对观察组实习护生进行护理操作教学效果评价,28(93.33%)名实习护生肯定了教学方法能提高对内容的掌握程度,25(83.33%)名实习护生通过该教学方法的改革能提高对操作的兴趣和理解力,26(86.67%)名实习护生肯定了教学方法可以加深对操作内容的记忆力,27(90.00%)名实习护生通过该教学方法的改革能提升操作的技巧性。结论思维导图联合视频反馈式教学可提高实习护生操作水平,激发实习护生的操作兴趣,提高实习护生独立学习能力,优化考核培训流程和内容,增加了考核的互动性。Objective To explore the application effect of mind mapping combined with vid⁃eo feedback teaching in operation training and assessment for neurology nursing students.Meth⁃ods This study adopted a non-randomized controlled trial method.A total of 30 nursing students who participated in the internship in the Department of Neurology from January to June 2023 were recruited as the control group,adopting the traditional operation training and assessment mode;Another 30 nursing students who participated in the internship from July to December 2023 were recruited as the observation group,and adopting the mind mapping and video feedback teaching method.The average scores of the two groups were calculated,and the nursing teaching effect evaluation was conducted for nursing students in the observation group, which included five as⁃ pects, including the mastery of operation skills, understanding of operation, the memory about operation procedure, the technique of operation, and the interest in operation. Results The aver⁃ age score of operation assessment was (95. 32±6. 78) points in the observation, which was higher than (92. 35±8. 32) points in the control group, with a significant difference (P<0. 05). Among nursing students in the observation group, 28(93. 33%)nursing students affirmed that the teaching method could improve the mastery of the operation content, 25(83. 33%)nursing students be⁃ lieved that teaching method could improve their interest and comprehension of the operation through the reform of the teaching method, 26(86. 67%)nursing students considered that the teaching method could deepen the memorization of the operation content, and 27(90. 00%) stu⁃ dents thought a positive relationship between operation skills improvement and reform of the teach⁃ ing method. Conclusion Mind mapping and video feedback teaching are effective teaching meth⁃ ods in following aspects including improving stunts’ operation skills, stimulate students’ interest in operation, improve student independent learn

关 键 词：思维导图 视频反馈式教学 实习护士 操作考核 护理教育 

分 类 号：R192.6[医药卫生—卫生事业管理]