背景:先前的研究表明,反思性学习和思维导图在护理教育中具有许多优势,但是关于这两种策略联合应用的相关研究非常有限。
目的:为了确认基于视觉思维导图的反思性学习对教育目的的有效性,以支持批判性思维,学业自我效能感,护生的专业自我概念。
方法:具有前测和后测模型的准实验设计。
方法:成都某护理学院,四川省,中国。
方法:将两个平行班的第82名本科护理专业学生分为干预组(n=40)和对照组(n=40),每组一个班。
方法:本研究于2021年9月15日至11月30日进行。批判性思维倾向量表(CTDI-CV)中文版中文版学业自我效能感量表(ASE-CV),并采用中文版专业护士自我概念量表(PSCNI-CV)评价本研究对护生的干预效果。首先,预测试数据来自两组学生。然后,干预组学生根据思维导图进行定期反思条目,对照组学生进行传统反思日志,在参加常规教育和临床活动时,关于他们在护理学基础课程学习过程中的经验。干预之后,两组再次完成三项量表测试,并为干预小组设置了一个开放式问题,以探讨学生遇到的困难或挑战。描述性统计,卡方,Mann-WhitneyU测试,并进行了内容分析。
结果:两组间基线人口统计学变量无显著差异。干预组在批判性思维方面有显著改善(P=0.000),包括寻求真理,思想开放,分析性,系统化,和好奇心子维度(P=0.000-0.014),和专业自我概念(P=0.015),包括灵活性和满意度子维度(P=0.015-0.039),与基线相比。两组学生的学业自我效能感水平在前测和后测之间没有显着差异。与干预组和对照组的批判性思维总水平相比,差异中位数(后测分数-前测分数)分别为14.0和1.5;对于专业自我概念,分别为4.5和0.5,在P<0.05水平上有统计学意义(P=0.001-0.020)。根据开放式问题调查,干预组学生面临的困难或挑战主要是绘制思维导图的问题,不熟悉工具,导师指导的问题,而且耗时。
结论:这项研究发现,学生采用基于视觉思维导图的反思性学习是合适的。虽然学生学业自我效能感的提高水平没有显著差异,通过干预,学生的批判性思维和职业自我概念得到了极大的改善。这种方法可以用作学士学位护理教育的补充学习方法。
BACKGROUND: Previous studies have shown that reflective learning and mind mapping have many advantages in nursing education, but the relevant researches on the joint application of the two strategies are very limited.
OBJECTIVE: To confirm the efficacy of reflective learning based on visual mind mapping for educational purposes to support the critical thinking, academic self-efficacy, and professional self-concept of nursing students.
METHODS: A quasi-experimental design with pretest and posttest model.
METHODS: A nursing college in Chengdu, Sichuan Province, China.
METHODS: Eighty 2nd year baccalaureate nursing students in two parallel classes were assigned to an intervention group (n = 40) and a control group (n = 40) with one class for each group.
METHODS: This study was carried out from September 15 to November 30, 2021. The Chinese version of Critical Thinking Disposition Inventory (CTDI-CV), the Chinese version of Academic Self-Efficacy Scale (ASE-CV), and the Chinese version of Professional Self-Concept of Nurses Instrument (PSCNI-CV) were used to evaluate the effects of the study intervention on nursing students. Firstly, the pretest data were collected from students in the two groups. Then, the intervention group students made regular reflective entries based on mind mapping and the control group students conducted traditional reflective journal, while attending routine educational and clinical activities, about their experiences of the Fundamentals of Nursing course learning process. After the intervention, both groups completed the three scale tests again, and an open-ended question was set for intervention group to explore the difficulties or challenges encountered by students. Descriptive statistics, Chi-square, Mann-Whitney U test, and content analysis were performed.
RESULTS: There were no significant baseline demographic variables differences between the two groups. The intervention group showed significant improvement in critical thinking (P = 0.000), including truth-seeking, open-mindedness, analyticity, systematization, and inquisitiveness sub-dimensions (P = 0.000-0.014), and professional self-concept (P = 0.015), including flexibility and satisfaction sub-dimensions (P = 0.015-0.039), as compared to the baseline. There was no significant difference in students\' academic self-efficacy level between pretest and posttest of the two groups. Compared to the total level of critical thinking between the intervention and the control group, the difference median values (posttest score-pretest score) were 14.0 and 1.5 respectively; and for professional self-concept, were 4.5 and 0.5 respectively, which were statistically significant at P < 0.05 level (P = 0.001-0.020). According to open-ended question survey, difficulties or challenges faced by the intervention group students were mainly problem of charting mind mapping, unfamiliar with tools, problem of mentors\' guidance, and time-consuming.
CONCLUSIONS: This study found that it is appropriate for students to adopt reflective learning based on visual mind mapping. Although there were no significant differences in the improvement level of students\' academic self-efficacy, students\' critical thinking and professional self-concept were greatly improved by the intervention. This approach may be used as a complementary learning method for baccalaureate nursing education.