运用思维导图培养本科护生自主学习能力的研究

目的  评价思维导图在提高护生自主学习能力方面的应用效果。方法  将自愿参加的护生随机分入观察组和对照组，每组30例，观察组采用思维导图法，对照组采用传统方法进行《护理学基础》的学习，研究前后分别对两组进行自主学习能力量表的测评，研究末期对两组的理论及实验操作成绩进行比较。结果  研究前观察组自主学习能力（85.97±14.39）分，对照组（86.20±14.37）分，经t检验，差异无统计学意义（t =0.063，P =0.950）。研究后观察组自主学习能力得分[（97.87±12.37）分]高于对照组[（90.07±12.99）分]，差异有统计学意义（t =2.382，P =0.021）。观察组自主学习能力得分研究后为（97.87±12.37）分高于研究前的（85.97±14.39）分，差异有统计学意义（t =3.435，P =0.001）。对照组自主学习能力得分研究前为（86.20±14.37）分与研究后的（90.07±12.99分）比较，差异无统计学意义（t =1.093，P =0.279）。观察组理论及实验操作成绩分别为（83.43±7.70）和（84.70±6.84）分，对照组分别为（78.60±9.08）和（80.93±6.59）分，差异有统计学意义（t =2.222和2.172，P =0.030和0.034），观察组理论及实验操作成绩均高于对照组。结论  思维导图可提高护生自主学习能力及学业成绩。

Application of mind map to cultivation of autonomous learning ability of undergraduate nursing students

Objective To evaluate the effectiveness of mind map in improving nursing students'' autonomous learning ability. Methods A voluntary sample was randomly assigned to observation (n = 30) and control (n = 30) groups. The observation group used mind mapping method and the control group used traditional method to study Basic Nursing. The autonomic learning ability of the two groups was measured before and after the study, and the theoretical and experimental scores of the two groups were compared at the end of study. Results Before the study, the autonomous learning ability was (85.97 ± 14.39) in the observation group and (86.20 ± 14.37) in the control group, there was no significant difference (t = 0.063, P = 0.950). After the study, the autonomous learning ability (97.87 ± 12.37) of the observation group was significantly higher than (90.07 ± 12.99) of the control group (t = 2.382, P = 0.021). In the observation group the autonomous learning ability after study was significantly higher than that before study (t = 3.435, P = 0.001). But there was no significant difference in the autonomous learning ability of the control group before study and after study (t = 1.093, P = 0.279). The theoretical score and experimental operating score of observation group were (83.43 ± 7.70) and (84.70 ± 6.84) respectively, which were higher than those of the control group [(78.60 ± 9.08) and (80.93 ± 6.59) respectively], the differences were statistically significant (t = 2.222, P = 0.030; t = 2.172, P = 0.034). Conclusions Mind map can improve the autonomous learning ability of undergraduate nursing students and their academic performance.