思维导图在康复专业教学中的应用与探讨

思维导图作为一种新兴的学习工具,通过直观化及发散化的方式来帮助掌握学习内容。本文介绍思维导图的概念及制作方法,分析思维导图在提高学习效率方面的优势及其在康复学习中的应用,指出运用思维导图将有助于康复学生整合新旧知识,提高解决临床问题的能力,更能通过激发学生发散性思维来培养创新型人才。思维导图在中国的康复教育中有广阔的应用前景。     

思维导图在《基础护理技术》教学中的应用

介绍思维导图在《基础护理技术》教学中的应用,包括思维导图的概念及制作方法、教学对象及师资配备、教学策略,总结基于思维导图教学的体会,认为基于思维导图的教学方法不仅能够激发出护生自学的兴趣,培养思维能力,还能有效地提高护生自主学习的能力和学习效率。     

思维导图在高职护理专业内科护理学中的应用研究

目的探讨思维导图在高职护理专业内科护理学教学中的应用方法及效果。方法以班级为单位将132名高职护理专业学生分为2组,试验组应用思维导图教学方案进行内科护理学全课程的教学实践;对照组采用传统教学方法进行教学。教学后,比较2组学生的期末病例分析题成绩,并采用问卷调查试验组学生对在教学中应用思维导图进行评价。结果试验组学生病例分析题成绩高于对照组(P<0.05)。试验组对思维导图教学方案满意度达100%。89.55%的学生认为思维导图有助于记忆学习内容,82.09%的学生认为有助于培养临床思维。结论应用思维导图教学方案能提高学生的学习成绩、自学能力及思维能力,得到学生认可。     

思维导图在护理专业课教学中的应用进展

思维导图作为一种有效的学习和思维工具,自出现以来被广泛应用于教育领域,其中也包括医学教育,近年来思维导图在护理教学中的应用逐渐增多。本文通过综述思维导图在护理专业课教学中的具体方法和效果,为其在护理教学实践中的应用提供借鉴。     

思维导图在低年资护士急腹症分诊培训中的应用

目的 评价思维导图在低年护士急腹症分诊中的应用效果。 方法 选取急诊科低年资护士27名作为研究对象,组织其进行急腹症思维导图的学习及应用,同时选取思维导图应用前分诊的急腹症患者112例和应用后分诊的急腹症患者113例,比较思维导图应用前后急腹症分诊准确率。 结果 思维导图应用后低年资护士分诊准确率为88.5%(100/113)高于应用前的78.6%(88/112),2组比较,差异有统计学意义(χ²=4.032,P=0.045)。 结论 思维导图提高了急诊科低年资护士对急腹症相关知识记忆和理解的效率,锻炼了分析思维能力,提高了急腹症分诊准确率。     

思维导图在护理中应用的研究进展

阐述思维导图的概念、特征、理论依据及制作,综述近10年国内外思维导图在护理中应用的研究进展,指出思维导图在国内医学方面的研究不多、程度不深,必须对思维导图进行深入的学习,理解其精髓,扩展其临床应用,才能更好地解决工作中的实际问题。     

思维导图在内科护理学双语教学中的应用

目的探讨思维导图在本科内科护理学双语教学中的应用效果。方法将172名护理专业学生按入学顺序编号随机分为2015级1班和2015级2班,对2班的88名学生在内科护理学课程采用中英双语教学并融入思维导图。对比思维导图应用前后学生的护理英语成绩、期末成绩及应用效果。结果实施思维导图后,88名学生对思维导图的认知和应用效果均优于实施前,学生的护理英语词汇量测试成绩及内科护理学期末考试成绩得分均高于实施前,差异均有统计学意义(P 0.01)。结论在内科护理学双语教学中应用思维导图可帮助学生加深记忆,将各疾病的知识点融会贯通,有利于深入学习和理解内科护理学及护理英语知识,提高学生综合能力。     

思维导图在《语言治疗学》教学中的应用研究

目的：探讨思维导图在《语言治疗学》教学中应用的可行性和应用效果。方法：40例康复治疗学专业学生随机分成观察组和对照组各20例，观察组应用思维导图的教学方法学习《语言治疗学》第三章“与语言障碍相关的神经影像学与神经电生理学”，对照组采取传统教学方法学习同一章节内容，比较分析2组学生章节测试成绩，进行“教学效果评价”和“对思维导图教学方法态度”问卷调查。结果：观察组章节测试总分明显高于对照组（P＜0.01）；观察组教学效果在多方面明显优于对照组（均P＜0.05），且对思维导图的教学方法持积极态度。结论：思维导图的教学方法应用于《语言治疗学》教学中效果较好，有助于提高学生对知识的掌握度、有效提高学习成绩，值得在教学中借鉴和推广。     

思维导图在检验医学专业英语词汇教学中的初步应用

词汇是检验医学英语学习的重点和难点。思维导图作为表达发散性思维的有效图形思维工具,从词汇的结构、词源、专业课程的特点等方面运用思维导图引导学生学习专业英语词汇,通过问卷星调查和课堂效果观察,运用思维导图能帮助学生提高专业英语学习兴趣和学习能力。     

思维导图在五年制高职院校五官科护理学教学中的应用研究

目的探讨思维导图在高职护理专业五官科护理学教学中的应用效果。方法对本院2013级五年制高职护理专业156名学生进行五官科护理学教学时引入思维导图方法,使用评判性思维能力测量表,在五官科护理学教学完成前后对学生的评判性思维能力进行评估,并在教学完成后调查学生对思维导图教学方法的满意度。结果通过思维导图教学,2013级五年制高职护理专业学生评判性思维能力量表总分由(286.48±15.47)分上升至(356.14±20.59)分,7个维度评分均有显著的升高,差异均有统计学意义(P0.05);学生对思维导图的教学方法十分满意,其满意度高达96%。结论应用思维导图对高职护理专业学生进行五官科护理学教学,可激发学生的学习兴趣,提高学生的评判性思维能力,增强教学效果,值得应用推广。     

The effect of a metacognitive intervention on approach to and self-regulation of learning in baccalaureate nursing students

There is little empirical support in the nursing education literature related to the process of learning. This quasi-experimental study examined the effect of a metacognitive intervention (concept mapping) on approach to learning and self-regulation of learning in a sample of baccalaureate nursing students. Significant group differences were found in the concept mapping group, with an increase in deep approach to learning and adaptive control belief mean scores at the end of the semester. Students in the control group experienced a decrease in the deep approach to learning mean score and an increase in the surface approach to learning mean score at the end of the semester. Therefore, students who used concept mapping demonstrated an increase in deep approach to learning and the self-regulation of that learning, compared with students who did not use concept mapping. The results of this study provide empirical support for the use of concept mapping as a metacognitive intervention.     

Student learning with concept mapping of care plans in community-based education.

Concept mapping, a learning strategy used to understand key concepts and relationships between concepts, has been suggested as a method to plan and evaluate nursing care. The purpose of this study was to empirically test the effectiveness of concept mapping for student learning and the students' satisfaction with the strategy. A quasi-experimental pre- and posttest design was used to examine the content of concept maps of care plans constructed by junior-level baccalaureate students (n = 23) at the beginning and end of a community-based mental health course. Additionally, students completed a questionnaire to self-evaluate their learning and report their satisfaction with concept mapping. Findings indicated that concept mapping significantly improved students' abilities to see patterns and relationships to plan and evaluate nursing care, and most students (21/23) expressed satisfaction in using the strategy. This study supported concept mapping as an additional learning strategy and has extended knowledge in community-based nursing education.     

概念图在本科基础护理学教学中的应用研究

目的探讨概念图在护理本科基础护理学教学中的应用方法及效果。方法采用抽签法以班为单位将2011级护理本科生分为两组,一个班为试验组(151名),一个班为对照组(157名)。试验组在常规教学基础上应用概念图法,对照组接受常规教学方法。于基础护理学课程前后应用护理专业学生自主学习能力测评量表对所有学生进行测评,用自设概念图教学方法的反馈和评价表对试验组学生进行问卷调查。结果课程结束后,试验组学生自主学习能力总分及自我管理能力、学习合作能力、信息素质维度评分均高于对照组(P<0.01);试验组学生自主学习能力高于课程前(P<0.05)。试验组学生对概念图教学方法评价的各条目得分均>4分。结论在基础护理学教学中应用概念图有助于提高护理学生的自主学习能力,并得到学生认可。     

Concept mapping: promoting science learning in BN learners in Australia

BACKGROUND: We reviewed the process of using concept mapping as a methodology to teach science to RNs in a bachelor degree of nursing program in Australia. METHOD: The technique was used for two classes of students in the science unit during 1995 with work packages and independent student learning being the focus of the unit. RESULTS: Both instructors and students found the experience mainly positive. It helped the students become more independent learners, have a greater confidence in their knowledge of science, and allowed their understanding of science in their practice to become more meaningful and personalized. For the instructors it allowed them to concentrate on students with learning difficulties because they had less face-to-face teaching hours. Major issues arising from the process related to how to balance science content and the techniques of concept mapping and how to more effectively assess the learning outcomes of the students. CONCLUSION: Concept mapping is a useful technique to link science and nursing practice. Not only can it be used in academic programs to teach the science underlying practice, it can be used in the clinical area to teach patients. As a technique it works well in staff development and continuing education where the focus is on elucidating the rationale for inuring practice and providing evidence for the value of this practice.     

思维导图在护理教育中应用效果的研究进展

概述了思维导图的概念、理论依据、绘制要点及主要特征,主要从提高备课效率与教学质量、提高护生批判性思维能力、提高护生理论成绩与实践能力、丰富护理查房的形式内容、促进护理科研的发展,有利于专科知识的学习记忆、有助于培养高层次护理人才方面综述了思维导图在护理教育中的应用效果。同时,分析了思维导图在护理教育应用中存在的问题,提出进行规范思维导图客观评价体系的研究。     

Concept mapping for meaningful learning

The complexity of teaching, learning and assessment strategies remains a problem in nurse education especially with the changes in new curricula. This article explains one solution, which was considered and explored prior to implementation for the assessment of an inquiry-based module in nurse education. The overall aim for selecting this method of assessment was to provide consolidation of prior learning from the core content of the module and to give the students an opportunity to gain further, wide and varied knowledge on a number of concepts in a short period. Concept mapping has proved to be one of the most challenging learning experiences for nursing students. It has been identified as a stimulating learning and assessing tool as predominantly acknowledged over the last year, by nursing students on the Inquiry-Based Learning (IBL) BSc and Dip HE nursing education programmes, and also nurse educators who have the responsibility of facilitating the learners.     

Effects of web-based concept mapping education on students' concept mapping and critical thinking skills: A double blind,randomized, controlled study

BackgroundUsing concept maps in nurse education improves students' critical thinking skills. Offering web-based concept mapping education can increase motivation for learning in students actively using the Internet.ObjectivesTo examine the effects of web-based concept mapping education on nursing students' concept mapping and critical thinking skills.DesignThis is a double-blind, randomized, controlled, experimental study.SettingsA nursing faculty at a state university in Turkey.ParticipantsSecond-year nursing students taking the course surgical nursing in the spring term of the academic year of 2018/2019.MethodsThe experimental group (n = 201) was offered web-based concept mapping education before starting practicums. Data were collected using a students' information form, concept map evaluation keys, and the Critical Thinking Motivational Scale at the end of the practicums. A structured questionnaire was used to reveal opinions of the students about concept mapping.ResultsThere was a significant difference in concept mapping scores between the students offered web-based concept mapping education (16.45 ± 10.91) and those not receiving this education (12.70 ± 9.31) (p= .000). Also, there was a significant difference in students' scores for the subscales of Critical Thinking Motivational Scale expectancy, attainment and utility between the groups. The students reported that concept maps facilitated their learning and management of nursing processes but that they occasionally experienced difficulty.ConclusionIt can be concluded that web-based concept mapping education improves concept mapping skills and motivation for critical thinking skills. Web-based education could be utilized as a tool to enhance nursing students' concept mapping and critical thinking skills.     

Cognitive/concept mapping: a teaching strategy for nursing

Cognitive/concept mapping is an educational strategy that takes into consideration the principles of educational psychology. The most important single factor that influences learning is what the learner already knows. Nursing students face a great need to understand the larger questions and problems of their chosen field. Unless there is understanding, students may only commit unassimilated data to short-term memory and no meaningful learning will occur. The purpose of the following paper is to present concept mapping as a learning/teaching strategy for nursing students and nursing faculty. Examples of maps will be presented along with suggestion about how they can be used to plan care for a particular client or to learn more about the nursing care of a specific disease process.     

思维导图在高职院校外科护理学教学中的应用

目的 探讨思维导图在高职护理专业外科护理学教学中的应用效果.方法 对我院2014级三年制护理大专学生182名外科护理学教学时引入思维导图方法,采用评判性思维能力测量表,在外科护理学教学完成前后对学生的评判性思维能力进行评估,教学完成后调查学生对思维导图教学方法的满意度.结果 通过思维导图教学,2014级三年制护理大专学生评判性思维能力量表总分由(279.73±19.57)分上升至(357.68±23.84)分,7 个维度评分均显著地升高,差异均有统计学意义(均P<0.05);学生对思维导图的教学效果十分满意,其满意度高达97%.结论 采用思维导图对高职护理专业学生进行外科护理学教学,可激发学生的学习兴趣,提高学生的评判性思维能力,增强教学效果,值得推广应用.     

Problem-based learning,critical thinking and concept mapping in speech-language pathology education: A review

Despite speech-language pathology (SLP) education undergoing many innovative changes over the years, there has been little research about learning or outcomes in SLP programs. Critical thinking in clinical decision-making, however, has been identified as a critical skill in SLP. Several recent studies have shown that concept mapping can be used to assess, and perhaps enhance, critical thinking. Problem-based learning (PBL) is reported to be one way to encourage critical thinking and life-long learning. Here we review the literature in PBL, concept mapping, and critical thinking, focusing on the education of SLP students. The review illustrates the close and complex interactions amongst problem-based learning, critical thinking and concept mapping. The aim of the review is to provide a better understanding of the mechanism of PBL, and to increase understanding regarding why the employment of PBL in SLP programs may facilitate critically-thinking graduate clinicians. The evidence indicates that PBL allows more meaningful learning that promotes better integration between theory and clinical practice.