Using Concept Map To Develop Self-directed Learning Ability Of Nursing Undergraduates In 《Emergency Nursing》

ObjectivesConcept map is designed, produced and applicated in teaching emergency nursing, it iscompared with traditional teaching method to research the important role of concept map whichis a fun and interactive teaching method when it is introduced to nursing teaching,to validate thefeasibility of concept map teaching model, to evaluate the effectiveness of concept mapping indeveloping independent learning of nursing students ,to discuss students'acceptance of conceptmaps, further to validate it as a meaningful learning strategy , to lay the foundation for the wideuse of concept maps in other professional courses. The concept map learning program of thisresearch follows such a guiding principle as it would promote nursing undergraduates to learnindependently, prompt students to access relevant information, encourage students to monitorand evaluate their own learning process through group cooperation and discussion in andbetween groups, and then modify and improve their concept maps, so as to achieve the purposeof promoting independent learning and improving the quality of learners.MethodsThis study was a quasi-experimental study, the research objects were baccalaureate nursingstudents in third一year of our school.A voluntary sample(n=60) was randomly divided into theexperimental group (n = 30) and the control group (n = 30), the study lasted for one semester ,"Emergency Nursing. " was the teaching content .The experimental group learned knowledge byconcept map teaching mode, and traditional teaching mode was used in the control group. Beforeand after the experiment, "Assessment tool of independent learning ability for nursing students "was used to measure the two groups'self-learning ability, learning behavior and participation ofthe two groups were observed during the experiment, and a self-designed questionnaire was usedfor collecting attitude of the experimental group on concept maps after the study.Results1. Before the experiment,there was no significant difference between two groups'self- directedlearning ability in scores.After the experiment ,significant differences(P<0.05) were found in thetotal score and the primary structures between the two groups, in addition to "learningmotivation" . There were significant differences(P<0.05) in the total score and the primarystructures before and after the study of the experiment group, in addition to "learning motivation". Self- directed learning ability of the control group showed no statisticallysignificant difference before and after the study.2. Students hold a positive attitude for this concept mapping teaching model.3. Classroom observation showed that participation and enthusiasm of the experimental groupwere stronger than the control group.Conclusion1.The concept map teaching model for self-directed learning which was constrcucted in thisstudy is feasible.2.Concept map teaching model creates a self-directed learning situation for students and helps topromote independent learning for nursing undergraduates.3. Concept mapping can facilitate meaningful learning ,and help students understand , memory,summarize and integrate knowledge.4. Students hold a positive attitude for concept map teaching.