Application of CBL combined with mind mapping in teaching
CBL结合思维导图在教学中应用

摘要

目的 探讨血液内科实习护生带教中思维导图结合CBL教学法的应用效果。方法 选取2022年9月~2023年6月我院血液内科接收的48名护理专业实习生为对象，采用平均数分法分为对照组与观察组，各24名。对照组实施传统以授课为基础教学法（CBL），观察组实施思维导图教学法，比较不同教学模式下的两组学生教学效果及教学方法认可度。结果 观察组学生选择题、临床病例分析题和简答题等各项理论成绩及总分均高于对照组，差异有统计学意义（P<0.05）；对教学方法认可度方面，观察组各维度指标均高于对照组，差异有统计学意义（P<0.05）。结论 在血液内科护理教学中，应采用CBL结合思维导图教学法可充分激发学生学习兴趣，活跃课堂气氛，促使学生临床思维得到进一步拓展，帮助学生巩固知识掌握，具有较高推广应用价值。

Abstract

Objective To explore the effect of mind mapping combined with CBL teaching method in the teaching of nursing students in the department of hematology.
Methods A total of 48 nursing interns admitted to the Department of Hematology of our hospital from September 2022 to June 2023 were selected as subjects and divided into control group and observation group with 24 in each group by means of average score method. The control group implemented the traditional teaching-based teaching method (CBL), the observation group implemented the mind mapping teaching method, and compared the teaching effect and the recognition degree of the teaching method of the two groups under different teaching modes.
Results The theoretical scores and total scores of multiple choice questions, clinical case analysis questions and short answer questions in the observation group were higher than those in the control group, the differences were statistically significant (P<0.05). The recognition of teaching methods in the observation group was higher than that in the control group, and the difference was statistically significant (P<0.05).
Conclusion   CBL combined with mind mapping teaching method should be adopted in the nursing teaching of hematology, which can fully stimulate students' interest in learning, activate the classroom atmosphere, further expand students' clinical thinking, and help students consolidate knowledge. It has high popularization and application value.