Abstract：Objective To investigate the application of mind mapping in the clinical teaching of pediatric nursing. Methods 〓Totally 71 full-time nursing students of academic year 2015 in School of Nursing Yang Zhou University were selected as the experimental group. Another 57 nursing students of academic year 2014 were retrospectively collected as the control group. Nursing students in the control group received traditional teaching and independent review methods, and those in the experimental group were taught with teaching and independent review methods based on mind mapping. The outcomes of theory test and practice assessment were compared between two groups. A questionnaire survey was conducted to students in the experimental group. Results 〓The score of final test was higher in the experimental group than that in the control group(79.08±7.94 vs. 72.80±7.56, t=4.542,P0.01). Students in the experimental group considered that the teaching methods based on mind mapping can help them to pass the final test(94.37%), review the knowledge(92.96%), enhance the logical thinking ability(92.96%), make case-study more organized(84.51%)and improve the self-ability ability(81.70%). Conclusion 〓It is scientific and practical to apply mind mapping into clinical teaching of pediatric nursing, which in turn may help to improve the teaching system and teaching quality.
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机译：摘要：目的探讨思维导图在儿科护理临床教学中的应用。方法〓选取扬州大学护理学院2015年度全日制护理专业学生作为实验组。回顾性收集了2014学年的另外57名护理学学生作为对照组。对照组的护理学生接受传统的教学和独立复习方法，而实验组的学生则采用基于思维导图的教学和独立复习方法。比较两组的理论测试和实践评估结果。对实验组的学生进行了问卷调查。结果〓实验组最终测验得分高于对照组（79.08±7.94 vs. 72.80±7.56，t = 4.542，P <0.01）。实验组的学生认为基于思维导图的教学方法可以帮助他们通过期末考试（94.37％），复习知识（92.96％），增强逻辑思维能力（92.96％），使案例研究更多有组织（84.51％）和提高自我能力（81.70％）。结论〓将思维导图应用于儿科护理学的临床教学是科学可行的，这反过来可能有助于改善教学体系和教学质量。
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