Ordu Yadigar, Caliskan Nurcan
Lecturer, Cankiri Karatekin University, Eldivan Health Services Vocational School, Health Care Services Department, Cankiri, Turkey.
Proffesor, Dr., Gazi University, Faculty of Health Sciences, Department of Nursing, Ankara, Turkey.
Int J Nurs Knowl. 2023 Apr;34(2):108-115. doi: 10.1111/2047-3095.12374. Epub 2022 May 20.
This research aims to investigate the effects of web-based mind map learning techniques in the nursing process on students' ability to investigate the nursing diagnosis, descriptive characteristics, and the etiological and risk factors.
In this experimental study, 91 nursing students enrolled in a state university in a city in Turkey in the 2020-2021 academic year were included.
Data were collected using a test for determining the level of knowledge about the nursing diagnosis and the factors affecting the diagnosis, case sample, and care plan. In the teaching of the nursing process, the experimental group students (n = 42) experienced the web-based mind map learning technique, while the control group students (n = 49) experienced the lecture and question-answer teaching methods.
The mean scores of the experimental group in terms of reaching the nursing diagnosis, descriptive characteristics, and the etiological and risk factors were significantly higher than the control group (p < 0.05). The findings showed that the experimental group scored significantly higher than the control group in making accurate diagnoses (p < 0.05).
The web-based mind map learning technique used in teaching the nursing process favorably affected the students' ability to determine the nursing diagnosis, descriptive characteristics, and etiological and risk factors. The findings suggest that the web-based mind map learning technique should be used in teaching the nursing process.
Active learning in nursing process teaching should be promoted using different teaching techniques. Teaching the nursing process with different teaching techniques has the potential to to increase the knowledge and skills of students and thus improve the quality of nursing care.
本研究旨在探讨护理过程中基于网络的思维导图学习技术对学生调查护理诊断、描述特征以及病因和危险因素能力的影响。
在这项实验研究中，纳入了2020 - 2021学年在土耳其某城市一所国立大学就读的91名护理专业学生。
使用一项测试收集数据，该测试用于确定学生对护理诊断及影响诊断的因素、病例样本和护理计划的知识水平。在护理过程教学中，实验组学生（n = 42）采用基于网络的思维导图学习技术，而对照组学生（n = 49）采用讲座和问答教学方法。
实验组在得出护理诊断、描述特征以及病因和危险因素方面的平均得分显著高于对照组（p < 0.05）。结果表明，实验组在做出准确诊断方面的得分显著高于对照组（p < 0.05）。
护理过程教学中使用的基于网络的思维导图学习技术对学生确定护理诊断、描述特征以及病因和危险因素的能力产生了积极影响。研究结果表明，在护理过程教学中应采用基于网络的思维导图学习技术。
应使用不同的教学技术促进护理过程教学中的主动学习。采用不同的教学技术教授护理过程有可能提高学生的知识和技能，从而提高护理质量。
