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Objective:To investigate the application of mind map combined with daily mini-clinical evaluation exercise in standardized training of gynecological residents.Methods:A total of 100 trainees who received standardized training in Department of Gynecology, Women and Children's Hospital of Chongqing Medical University, were selected as subjects, and they were divided into control group (traditional teaching) and observation group (mind map combined with daily mini-clinical evaluation exercise) according to the order by which they entered the department for training, with 50 trainees in each group. After teaching, the two groups were compared in terms of assessment results of clinical practice exercise and degree of satisfaction with teaching. SPSS 22.0 statistical software was used for the t-test. Results:After the application of mind map combined with daily mini-clinical evaluation exercise in the standardized training of gynecological residents, compared with the control group, the observation group had significantly higher assessment results of inquiry ability, specialized physical examination, clinical diagnosis, diagnosis and treatment regimen, clinical practice ability, communication ability, clinical thinking ability, decision-making ability for clinical issues, and overall performance ( P<0.05). Compared with the control group, the observation group had significantly higher levels of mastery of clinical inquiry ability, specialized physical examination, development of diagnosis and treatment regimen, doctor-patient communication ability, and clinical practice ability, as well as a significantly higher overall teaching satisfaction score ( P<0.05). Conclusion:Mind map combined with daily mini-clinical evaluation exercise is a simple and feasible teaching method and can help to improve the comprehensive clinical practice ability of trainees receiving standardized residency training, and therefore, it holds promise for application in teaching.
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Objective:To investigate the value of mind map combined with blended teaching in improving the teaching quality of medicinal botany. Methods:A total of 102 students studying the course of medicinal botany were enrolled as subjects. The 51 students in the class of 2020 were enrolled as control group and received conventional teaching, and the 51 students in the class of 2021 were enrolled as observation group and received mind map combined with blended teaching. The two groups were assessed in terms of examination scores, critical thinking ability scores, self-learning ability scores, and student feedback on teaching quality. SPSS 22.0 was used for the t-test and the chi-square test. Results:Compared with the control group, the observation group had significantly higher examination scores ( t=3.01 and 3.14, P=0.003 and 0.002). After practice, both groups had increases in the scores of critical thinking ability and self-learning ability, and the observation group had significantly higher scores than the control group ( t=11.22 and 2.69, P<0.001 and P=0.008). Compared with the control group, the observation group had a better student feedback on teaching quality than the control group ( t=6.79, 7.83, 7.26, 7.43, and 8.54, P=0.009, 0.005, 0.007, 0.006, and 0.003). Conclusion:The combination of mind map and blended teaching can improve the examination scores of students and their critical thinking ability and self-learning ability, and students believe that this teaching model can help to improve teaching quality.
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Cultivating comprehensive personnel with competent professional ethics, technical skills and scientific research capabilities is the goal and task of today's laboratory medical education. How to make full use of diversified teaching materials, tools and methods to improve teaching quality is worthy of exploration and thinking in laboratory medical teaching units. In this paper, using mind map as a tool, taking the COVID-19 epidemic as an example, we intend to design a set of multidisciplinary and all-round integrated curriculum of medical laboratory education, and discuss the application status and prospect of integrated curriculum and mind map in medical laboratory education. Through doing this, we aim to optimize the training goals of laboratory medicine education, innovate the teaching methods and boost the training efficiency of laboratory medicine education to keep up with the times.
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Objective:To explore the influence of mind map based nursing mode on psychological status and prognosis of patients undergoing thoracoscopic and laparoscopic esophagectomy.Methods:A total of 116 patients who underwent thoracoscopic laparoscopic esophageal cancer resection in Sanya People′s Hospital, Hainan Province from November 2017 to October 2019 were selected. According to the admission time, all patients were divided into control group and observation group, with 58 cases in each group. The patients in the control group used conventional nursing strategies, and the observation group used the method of relying on mind mapping on the basis of conventional strategies to assist nursing intervention. The negative emotions and coping styles of the two groups at admission and discharge, as well as the ICU re-occupancy rate, unplanned extubation rate, and satisfaction with nursing intervention between the two groups were compared.Results:At admission, there was no significant difference in Self-rating Anxiety Scale (SAS) and Self-rating Depression Scale(SDS) scores between the two groups ( P>0.05). At discharge, the SAS and SDS scores of the observation group were 38.99±5.07 and 37.25±5.59, 43.25±6.49 and 41.26±4.54. The differences between the two groups were statistically significant ( t values were 3.939, 4.241, all P<0.01). At admission, there was no statistically significant difference in the scores of facing, yielding, and avoiding between the two groups ( P>0.05). At discharge, the scores of face, yield, and avoidance of the observation group were 15.47±1.86, 8.92±1.16, 9.05±1.18, and the control group were 13.32±1.60, 11.11±1.56, 12.03±1.56, the differences between the two groups were statistically significant ( t values were -6.674, 8.579, 11.603, all P<0.01). The ICU re-occupancy rate and unplanned extubation rate were 1.72% (1/58) and 3.45% (2/58) in the observation group, and 13.79% (8/58) and 15.52% (9/58) in the control group, the differences were statistically significant ( χ2 values were 4.336, 4.921, all P<0.05). The observation group ′s satisfaction with nursing intervention, communication ability, professional knowledge, and disease mastery scores were 6.81±1.95, 7.02±2.01, 8.12±1.23, and the control group were 5.35±2.11, 5.71±1.87, 6.21±0.99, the differences were statistically significant ( t values were -3.870, -3.634, -9.213, all P<0.001). Conclusions:For patients undergoing thoracic laparoscopic esophageal cancer resection, the use of mind-mapping-based nursing intervention is beneficial to improve the patient ′s psychological condition, prognosis and nursing satisfaction.
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Objective@#To design and make a mind map of enterostomy health education and provide a reference for health education of patients with enterostomy.@*Methods@#The mental map group was set up, and the contents of health education for patients with enterostomy were initially established by referring to the literature and combining with the clinical practice. The first draft of mental health education mentality of enterostomy was made by drawing software. After consulting and verifying by experts finalized.@*Results@#The formed intestinal orifice health education mind map consisted of 4 parts of admission education, preoperative education, postoperative education, discharge guidance and small modules contained in each part.@*Conclusions@#The mind map is comprehensive and can be used for health education of patients with enterostoma.
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Objective To evaluate the effect of mind mapping-oriented health education on patient's fluid intake during hemodialysis intervals. Methods From June 2015 to April 2016, 72 patients with poor compliance with fluid intake were randomly divided into control group (n=36) and observation group (n=36). In the control group, routine health education was used and the observation group was treated with mind mapping-oriented health education. The two groups were compared before intervention and 6 months after that in terms of compliance with fluid intake and daily fluid intake, ultrafiltration volume and body weight gain/dry weight ratio and incidence of complications. Results In the observation group, the fluid intake compliance, daily fluid intake, ultrafiltration volume and body weight gain/dry weight ratio 6 months after intervention were superior to those of the control group (all P<0.05). The incidences of complications such as hypotension, hypertension, muscle spasms and cardiac arrhythmia were also significantly lower than those of the control group (P<0.05). Conclusion The health education based on mind mapping is helpful to enhance the degree of cognition of fluid intake compliance, improve self-efficacy of chronic diseases, control the growth of body weight during dialysis and reduce the incidence of complications.
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Objective To evaluate the application and effects of mind map in nursing handover. Methods Two wards which had similar scale, environment, property and level of nursing were randomly chosen as the experimental group and the control group by tossing a coin in Tianjin Hospital of ITCWM Nankai Hospital, 28 nurses were selected in each group, according to the inclusion and exclusion criteria, control group takes routine handover, the experimental group takes handover by following the guidance of mind map. The mind map of clear mind were designned. The Chinese version of Handover Evaluation Scale was used to evaluate the effects of mind map in the nursing handover, the inpatients'satisfaction was compared between the experimental group and the control group after the application of min-d map. Results After3-month intervention, results showed that the score of handover evaluation scale in the experimental group were (31.39 ± 1.34) points, (19.57 ± 1.23) points, (17.61 ± 1.29) points, (68.57 ± 2.49) point, the score of handover evaluation scale in the control group were (26.71±1.24) points,(18.71±1.33) points,(16.68 ± 1.33) points, (62.11 ± 2.94) points, the difference was statistically significant(t=2.504-13.530, P<0.05);in the experimental group, the score of handover evaluation scale increased significantly than that before intervention, and the difference was statistically significant (t=-17.450--5.663, P<0.05);the inpatients′satisfaction in the experimental group was 98.89%(89/90), the control group was 90%(81/90) after intervention, and the difference was statistically significant(χ2=6.776, P<0.05); in the experimental group, the inpatients′satisfaction was better than that before intervention, and the difference was statistically significant (χ2=4.211, P<0.05) .Conclusion:The application of mind map in the n-ursing handover can improve the level of nursing handover and the quality of nursing care, contributing to dveloping high quality of nursing service.
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Objective To evaluate the application and effects of mind map in nursing handover. Methods Two wards which had similar scale, environment, property and level of nursing were randomly chosen as the experimental group and the control group by tossing a coin in Tianjin Hospital of ITCWM Nankai Hospital, 28 nurses were selected in each group, according to the inclusion and exclusion criteria, control group takes routine handover, the experimental group takes handover by following the guidance of mind map. The mind map of clear mind were designned. The Chinese version of Handover Evaluation Scale was used to evaluate the effects of mind map in the nursing handover, the inpatients'satisfaction was compared between the experimental group and the control group after the application of min-d map. Results After3-month intervention, results showed that the score of handover evaluation scale in the experimental group were (31.39 ± 1.34) points, (19.57 ± 1.23) points, (17.61 ± 1.29) points, (68.57 ± 2.49) point, the score of handover evaluation scale in the control group were (26.71±1.24) points,(18.71±1.33) points,(16.68 ± 1.33) points, (62.11 ± 2.94) points, the difference was statistically significant(t=2.504-13.530, P<0.05);in the experimental group, the score of handover evaluation scale increased significantly than that before intervention, and the difference was statistically significant (t=-17.450--5.663, P<0.05);the inpatients′satisfaction in the experimental group was 98.89%(89/90), the control group was 90%(81/90) after intervention, and the difference was statistically significant(χ2=6.776, P<0.05); in the experimental group, the inpatients′satisfaction was better than that before intervention, and the difference was statistically significant (χ2=4.211, P<0.05) .Conclusion:The application of mind map in the n-ursing handover can improve the level of nursing handover and the quality of nursing care, contributing to dveloping high quality of nursing service.
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Objective To observe the application effect of mind mapping in the nursing teaching of higher vocational nursing students. Methods A total of 120 nursing students from 2014 four vocational nursing classes. First class and second class were observation group (60 cases), third classes and fourth classes were control group (60 cases). Nursing students in observation group unfold nursing teaching with mind mapping teaching method. Nursing students in control group unfold nursing teaching with traditional teaching method. The test results and teacher satisfaction with nursing students at the end of the period were assessed. And the evaluation of nursing students on mind mapping teaching method was compared. Results The scores of the instruments and materials, the performance of the operation steps, the technique and the achievement scores were (9.85 ± 0.40), (64.67 ± 1.64), (17.37 ± 1.25) points in the observation group and (9.22±0.64), (58.68±2.21), (14.18±2.23) points in the control group, the differences were significant(t =-8.440,-18.539,-10.881, P<0.05). The satisfaction degree of the control group was 78.3%(47/60) and the satisfaction degree of the observation group was 95.0%(57/60), and there was significant difference (χ2=5.550, P<0.05). Nursing students in observation group of mind mapping teaching hold a higher rating (t =11.32-5.25, P<0.01). Conclusions Mind mapping teaching method allows nursing students quickly master the nursing skills, improve teaching effectiveness, improve teaching nursing students′satisfaction, enhance clinical thinking and critical thinking skills.
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The paper analyzes and discusses the necessity of integrating computational thinking into basic computer teaching by combining characteristics of medical undergraduates and the current situation and tendency of basic computer teaching,and states the thought and method of solving problems with the computational thinking by taking mind mapping and program design thought as the teaching cases,in order to cultivate the consciousness and ability of students in constructing problem solutions by taking advantage of the computational thinking.
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Objective To improve the accuracy of medical students to put on and off the protective equipment with mind map joint microteaching approach teaching method. Method 90 medical students in clinical practice were randomly selected for teaching objects and divided into two groups, each group having 45 people. The control group used the traditional teaching while the experimental group was trained by mind map joint microteaching approach teaching method. And then, the examination table was conducted to each group and the assessment accuracy of the skills assessment results and excellent rates of the two groups were compared. Statistical analysis was performed by χ2 test. Results The average score of students of the experiment group in the whole set of putting on and off protective equipment and skills points assessment were higher than the control group, and the difference was statistically significant [(91.40±6.61) vs. (80.09± 6.28), P=0.001; (12.13±2.26) vs. (8.78±2.45), P=0.001]. The excellent rate of students of the experiment group in putting on and off protective equipment assessment and skills points examination was higher than the control group, and the difference was statistically significant (80%vs. 35%, P=0.001;71%vs. 13%, P=0.001). Conclusion Using innovative mind map joint microteaching approach teaching method can im-prove the medical students' operating skills and excellent rate s in putting on and off the protective equip-ment, and at the same time enhance their learning interest and professional protection level.
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Ophthalmology is a predominantly morphology of clinical discipline. The eye has the characteristics of small scale, close structure, complex and diverse diseases, different clinical manifestations and so on. As an effective tool, the mind map can promote thinking visualization, help learners establish the logic relation of things and cultivate their innovative ability. To achieve better teaching effect, we introduce the mind map into theory course teaching of ophthalmology. On the one hand, teachers can optimize the teaching design, clarify the teaching ideas, and on the other hand, students can draw the mind map on their own or with others which will improve their subjective initiative of learning and study efficiency, and at the same time cultivate their ability of mutual collaboration.
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Mind map is a kind of thinking tool, which draws the mind′s thoughts through words and pictures and can be applied instudy,life and work.Through biblio-metrological analysis, this study finds that domestic application of mind map in nursing focuses on fields such as nursing teaching, clinical nursing management and health education. The study and application of mind map in domestic nursing field are only in the beginning and exploration stage, lacking experimentation and evaluation study under the guidance of scientific methods, both the depth and breadth of research are yet to be improved.
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Considering the weak relevance between the stages of C,D,I and O and the weak operability of CDIO theory in teaching,mind map is introduced into CDIO theory to drive medical English teaching.Firstly,how mind map and CDIO theory are mutually complementary is discussed,based on which,along the main clue of CDIO theory,a further discussion is carried out from four levels:conceiving the main structure and content of a passage,designing sentence teaching,implementing vocabulary memorization and operating self-directed learning,all with mind map as an assistance.Moreover,specific cases are used to exemplify how mind map is applied to CDIO medical English teaching.Using.mind maps in CDIO medical English teaching is highly coherent and operable.It helps to integrate the four stages of C,D,I and O and enhances teaching quality and learning efficiency.
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Mind map is an effective and intuitive knowledge organization and presentation tool which can help computer teaching commendably. We can use Mind Map to design and organize the whole teaching process, including preparing, designing, guiding, analyzing and reviewing. This way can turns tedious logic of computer teaching into imagery thinking and helps medical students improv-ing their learning effect of computer courses.
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PURPOSE: The purpose of this research was to develop and evaluate the effect of a mind map for relief of emotional labor and burnout among nurses in outpatient departments in cancer hospitals. METHODS: We developed a mind map to reduce emotional labor and burnout. A quasi-experimental study was used with a nonequivalent control group pretest-posttest design. Data were collected from December 2012 to April 2013. Participants were 35 nurses working in the outpatient department of a cancer hospital. The experimental group participated in the mind map program biweekly for 10 weeks. Data were analyzed using chi2-test, Mann-Whitney U test, paired t-test, and Wilcoxon sign rank test with the SPSS 21.0 program. RESULTS: The physical burnout and total burnout scores decreased significantly in the intervention group which took the mind map program. CONCLUSION: Findings indicate that the mind map is an effective intervention to reduce burnout in outpatient department nurses.
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Humans , Cancer Care Facilities , OutpatientsABSTRACT
Objective To explore the application method and effect of mind map in practice of clinical nursing courses among nursing undergraduates. Methods In the teaching of clinical nursing courses such asAdult Nursing and Maternal and Perinatal, 70 nursing undergraduates received the teaching method by using mind map in clinical practice. A self-designed questionnaire was used and a symposium was held after clinical practice, to collect and file the feedback on the effect of using mind map teaching from 70 nursing students. Results The score of the attitude and effectiveness towards mind map was high ranged from (3.69±0.73) points to (4.29±0.57) points. Conclusions The mind map is an effective clinical teaching method, applying mind map in nursing clinical practice can improve the teaching effect. The students show positive attitudes to the teaching method.
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Objective To evaluate application effects of mind map in standardized training courses for the new nurses.Method 73 new nurses who graduated for 1-3 years were random divided into an experimental group (n=37) and a control group (n=36).Nursing department organized standardized training course for 73 new nurses for one year.The control group used conventional teaching methods,while the experimental group introduced mind mapping in teaching.Effects were evaluated after one year.Results The average scores of both theory and operation examination in experimental group were better than the control group,and there was significant difference between two groups (P=0.002,0.000).The score of critical thinking ability:the total score of experimental group was (303.89 ±23.81),higher than the total score of the control group (280.36 ± 17.22),and the total score and seven dimension score difference had statistical significance(P＜0.05,for all).Besides,the total score of selfstudy ability in the experimental group (126.54 ± 5.65),was higher than those in the control group (116.58-± 6.36),and the total score and four dimension score difference had statistical significance (P＜0.05).Conclusion Using mind mapping in the standardized training courses for nurses can arouse nurses' interest in learning,improve their critical thinking skills and autonomous self-study ability,and enhance the effectiveness of training.
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The Mind Map is an expression of Radiant Thinking, the associative thought processes that proceed from or connect to a central point, and is therefore a natural function of the human mind. It is a powerful graphic technique that can be applied to improve learning and clearer thinking. In recent years, there have been a growing number of publications on learning strategies used in medical education, which can help students to learn and integrate information. The objective of our study was to know if the students liked or disliked mind map as a study tool and know the reasons for the same.The study was conducted on 56 first year MBBS students after taking their written informed consent. They were taught using mind map of a topic which was previously taught using traditional method. They were asked to write if they liked or disliked mind map and quote the reasons for the same. Out of 56 students who participated in the study, all of them except 2 students liked mind mapping method of teaching. Multiple reasons were quoted by the students for liking mind mapping. The most common reason cited by 34 students(60.71%) was that mind mapping could enable them to study vast topic in short time. With this feedback from the students, we can consider mind map as a good teaching tool for medical students. It is a technique which can be easily taught and learned.
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Objective To evaluate the application effects of mind map in community health education of rheumatoid arthritis patients. Methods 65 rheumatoid arthritis patients from Shunqing district of Nanchong City, Sichuan Province were randomly divided into an observation group (n=33) and a control group(n=32). Both groups received six-month health education. Health educators utilized mind map for the observation group and traditional health education for the control group. Before and after implementation, the two groups' mastery of disease knowledge was compared. During the period of 1, 3, 6 months, two groups received compliance evaluation respectively. During the study period, a questionnaire was given to the observation group to collect their attitude towards the mind map health education and their evaluation about it. Measurement data was represented by x ± s, using group t-test design information and single-sample t-test. χ2test was used in the count data for compar-ison between groups with test levelα=0.05. Results The scores of disease knowledge were as follows. Before implementation there was no statistically significant difference between two groups (P=0.921);After implementation, the score of observation group was(19.97±3.03), while the score of control group was(17.59±3.11), the difference was statistically significant(t=3.122,P=0.003). The difference of 1,3,6-month compliance scores was statistically significant(t=2.173,P=0.034;t=2.371,P=0.021;t=2.615,P=0.011) with the observation group's scores(18.24±3.44),(18.94±3.25),(19.64±3.06) respectively,and the control group's scores(16.47±3.13),(16.97±3.45),(17.44±3.70). Observation group's attitude questionnaire scores of each project are > 3, and there was significant difference be-tween two groups (P=0.000). Conclusion Mind mapping method can be used in community health education for rheumatoid arthritis patients to help patients master the knowledge of the disease and improve the compliance. Its effect is better than traditional methods.