Journal of Modern Nursing MedicineJPCNS

Objective To analyze and discuss the application effect of mind mapping teaching method ingynecology clinical nursing teaching. Methods 30 nursing students enrolled in the gynecology department of ourhospital from October 2020 to April 2021 were selected as the control group, and 30 nursing students enrolled inthe gynecology department from June 2021 to December 2021 were selected as the experimental group. Thenursing students in the control group used conventional teaching methods, explained theoretical knowledgeaccording to the teaching syllabus, and demonstrated the operation process. The nursing students in theexperimental group used the thought map teaching method to carry out teaching. According to the gynecologypractice outline, the teaching knowledge of each class was made into a thought map, so that the knowledgestructure could form a systematic whole. After graduation, the comprehensive nursing ability of the two groups ofnursing students was assessed and their recognition of the teaching effect was investigated. Results The scores ofcomprehensive nursing ability of nursing students in the experimental group (gynecological theoretical knowledge,nursing operation specifications, doctor-patient communication ability, emergency response ability) and therecognition of teaching effect (improving theoretical knowledge, improving self-learning ability, promotingcommunication between teachers and students, improving teamwork spirit, and stimulating learning interest) werehigher than those in the control group, and the differences were statistically significant (P<0.05). Conclusion Mindmapping teaching method has played a positive role in the clinical nursing teaching of gynecology, which candeepen the understanding of gynecological knowledge of nursing students and cultivate their abilities of divergentthinking and independent learning.

Mind mapping teaching method; Gynecological clinical nursing; Nursing teaching; Applicationeffect