摘要
目的 分析在甲状腺癌患者围手术期护理临床教学中采用思维导图进行教学的教学效果。方法 选择2020年3月至2021年3月作为本次研究的研究时段，在此一年间到我科室进行护理知识培训的护理人员70名作为本次研究的研究对象，按照随机数字表法分为两组，记名为对照组与实验组，对照组录入35名，实验组录入35名。对所有培训学员进行甲状腺癌患者围手术期护理临床教学，教学过程中，对照组使用常规教学方式，实验组采用思维导图的教学方式进行教学干预。观察对比两组护理培训学员在教学完成后的综合护理能力考核成绩、学员对教学方式的满意度。结果 两组护理知识培训学员在教学完成后，实验组学员的综合护理能力考核分数高于对照组，数据差异对比有统计学意义（P＜0.05）；同时实验组的学员对教学方式满意度更高，数据差异对比有统计学意义（P＜0.05）。结论 在甲状腺癌患者围手术期护理临床教学中，采用思维导图的教学方式，能够提高护理人员对教学方式的满意度，在教学后的考核中采用思维导图教学的教学方式能提高护理学员护理过程中的操作成绩和理论成绩。该教学方式得到的教学反馈良好，值得在教学中广泛运用。
关键词： 甲状腺癌；围手术期间临床教学；思维导图教学；教学效果
Abstract
Objective To analyze the teaching effect of using mind map in the clinical teaching of perioperative nursing for patients with thyroid cancer. Methods The period from March 2020 to March 2021 was selected as the research period of this study, and 70 nurses who came to our department for nursing knowledge training during this one year were selected as the research objects of this study. They were divided into two groups according to the random number table method. Two groups were recorded as the control group and the experimental group, with 35 people in the control group and 35 people in the experimental group. All the trainees were given clinical teaching of perioperative nursing of patients with thyroid cancer. During the teaching process, the control group used the conventional teaching method, and the experimental group used the mind map teaching method for teaching intervention. To observe and compare the comprehensive nursing ability assessment scores of the two groups of nursing trainees after the completion of the teaching, and the students' satisfaction with the teaching method. Results After the nursing knowledge training students in the two groups completed the teaching, the comprehensive nursing ability assessment scores of the students in the experimental group were higher than those in the control group, and the data difference was statistically significant (P<0.05). At the same time, the students in the experimental group were more satisfied with the teaching methods The difference was statistically significant (P<0.05). Conclusion In the clinical teaching of perioperative nursing of patients with thyroid cancer, the use of mind map teaching can improve the satisfaction of nursing staff with the teaching method, and the use of mind map teaching in the post-teaching assessment can improve nursing students. Operational and theoretical grades in the nursing process. The teaching feedback obtained by this teaching method is good, and it is worthy of being widely used in teaching.
Key words： Thyroid cancer; Perioperative clinical teaching; Mind map teaching; Teaching effect
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