Objective To evaluate the effect of note-taking based on mind map in the after-class learning of medical nursing course. Methods Two classes of all the 2015 grade full-time undergraduate nursing students in a Fujian Medical University were divided into the experimental class and the control class randomly. The experimental class adopted note-taking based on mind map , while the control class used traditional note-taking for after class learning in medical nursing for one year. Self-directed learning instrument for nursing students ( SDLINS) and the critical thinking disposition inventory-Chinese version( CTDI-CV) were used to assess students' abilities of self-directed learning and critical thinking. In addition, the scores of the final examination were compared at the end of the course . Results After the end of the course, the score of SDLINS in the experimental class (73. 38±8. 81) was significantly higher than that of the control class (70. 10± 8. 46), as well as the scores of CTDI-CV (244. 42±25. 63) in the experimental class and (237. 34±24. 95) in the control class ( t=2. 978, P=0. 003;t=2. 163, P=0. 032 ) . However, the mean scores of the final examination in the experimental class and the control class respectively were (68. 00±9. 23) and (69. 35± 9. 53) in medical nursing course, and the difference was not statistically significant ( t=1. 143, P=0. 254) . Conclusions The application of note-taking based on mind map note in after class learning can improve students' self-directed learning ability and their critical thinking ability.%目的 探讨思维导图笔记在内科护理学课后学习中的应用效果.方法 以福建医科大学2015级护理学专业全体学生为研究对象,以抽签法随机分为实验组和对照组.实验组采用思维导图笔记方法、对照组采用传统笔记方法进行内科护理学课后学习,课程为期1年.课程开始前和结束后分别对两组学生进行自我导向学习能力量表和批判性思维能力量表的测评,并比较两组学生期末考试成绩.结果 课程结束后,实验组学生自我导向学习能力量表评分为(73.38±8.81)分,高于对照组学生的(70.10±8.46)分;实验组学生批判性思维能力测评(244.42±25.63)分,高于对照组学生的(237.34±24.95)分,差异均具有统计学意义(t=2.978,P=0.003;t=2.163,P=0.032);两组学生内科护理学期末考试成绩分别为(68.00±9.23)分和(69.35±9.53)分,差异无统计学意义(t=1.143,P=0.254).结论 应用思维导图笔记能够提高学生的自主学习能力,有助于培养批判性思维.
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