Application Effect And Evaluation Of Mind Mapping In Gynecology And Obstetrics Practice Of Secondary Vocational Nursing Students

Objective: To explore the application effect of mind mapping in clinical practice teaching of nursing students in secondary vocational schools.Methods: The convenience sampling method was adopted to select 176 junior students majoring in nursing in secondary vocational health school who had an internship in the department of gynecology and obstetrics of a thirdclass a hospital from July 2017 to June 2018(that is,the school year).The students were randomly divided into two groups using the random number table method: 88 in the intervention group and 88 in the control group.After entering the department,the control group was taught in accordance with the hospital's conventional teaching mode,while the intervention group was taught in accordance with the hospital's conventional teaching mode using the mind mapping method.The intervention period was 8 weeks.The students in the control group and the intervention group were evaluated for their independent learning ability,communication ability between nurses and patients,and theoretical knowledge before and after the 8 weeks intervention when they entered the department for practice.Results: The each scores of the Intervention group after 8 weeks intervention autonomous learning ability evaluation are self-motivational beliefs,67.45±2.453 points,task analysis,28.86±1.504 points,self-monitoring and regulation 48.45±1.938 points,self-evaluation 18.85±1.427 points,the total of 163.62±7.203,were higher than control group self-motivational beliefs 58.86±2.216 points,task analysis,23.99±0.560 points,self-monitoring and regulation 40.76±1.181 points,self-evaluation 15.63±0.485 points,the total score of 139.24±4.117,P<0.05,and the difference was statistically significant.After eight weeks of intervention,the scores of the communication ability evaluation of nurses and patients in the intervention group were communication planning and preparation of 29.66±0.625 points,the start of nurse-patient communication 34.93±0.256 points,the information collection 54.40±0.986 points,to give information 30.00±0.000 points,to obtain and understand the patient's point of 30.00±0.000 points,the end of communication 34.56±0.713 points,a total score of 213.55±2.457,were higher than control group communication planning and preparation of 26.80± 0.926 points,the start of nurse-patient communication 32.07±1.149 points,the information collection 47.90±2.194 points,to give information 27.86±1.287 points,to obtain and understand the patient's point 27.78±1.252 points,the end of communication 30.24±1.258 points,the total score of192.66±7.875,P< 0.05,the difference was statistically significant.After 8 weeks of intervention,the total score of theoretical knowledge assessment in the intervention group was 95.36±1.980,and the total score in the control group was 92.53±2.106,P <0.05,and the difference has statistical significance.Conclusion: This study shows that the mind map can effectively enhance the independent learning ability of nursing students in secondary vocational schools,deepen their understanding and memory of knowledge,and effectively improve their ability to communicate with patients when they were practicing in obstetrics and gynecology.