思维导图法与讲座法在圣詹姆斯护理学院护生知识心理测试中的有效性研究

Christina E. Antony
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摘要

背景:思维导图是一种非常有效的视觉辅助工具,它使学生能够将不同的想法组合在一起,使教师能够直观地呈现想法,并评估学生的概念发展和理解。本研究旨在评估思维导图法与讲课法在圣詹姆斯护理学院护生知识心理测验中的有效性。研究对象为护理学一年级本科学生50名,授课组25名,思维导图组25名。材料与方法:采用准实验非随机对照组设计,采用非概率方便抽样技术选取样本。两组均采用结构化的心理测试教学方案,并在教学结束后(第0天)和第7天对学生的知识水平进行评估,以评估学生的知识保留情况。采用结构化问卷收集数据,并采用描述性统计和推理统计进行分析。结果:研究发现,思维导图组学生“0”日测后知识平均分(13.52)高于讲课组(9),计算t值(7.66)高于表值(6.06),差异具有0.05的显著性水平。思维导图法学生第7天测后知识得分的平均值为13.32分,高于讲课法学生的平均值8.80分。计算t值为(7.92)大于表值(2.60),在0.05水平上具有显著性。结论:在护生心理测试中,思维导图教学法比讲课法更有效。研究表明,思维导图技术有助于学生学习、回忆、组织和使信息有意义。因此他们可以运用思维导图技术在考试中取得好成绩。
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A study to assess the effectiveness of mind mapping technique vs lecture method regarding psychological test on knowledge among nursing students at St. James College of Nursing, Chalakudy
Background: Mind maps are highly effective visual aids that enable students to group together different ideas and enable teachers to present ideas visually and assess their students’ conceptual development and understanding. The present study was to assess effectiveness of mind mapping technique vs lecture method regarding psychological test on knowledge among nursing students at St. James College of Nursing Chalakudy. The study included 50 first year B.Sc. nursing students, 25 in lecture group and 25 in mind mapping group. Materials and methods: A Quasi-experimental non randomized control group design was adopted and nonprobability convenient sampling technique was used to select the samples. Structured teaching programme regarding psychological test was administered on both group and knowledge level of the students was evaluated immediately after the teaching (‘0 day’) and 7th day to assess the retention of knowledge. Data collected by using structured questionnaire and analysed by using descriptive and inferential statistics.   Results:The study revealed that the mean post test knowledge score of students on ’0’day in mind mapping group is (13.52) higher than the lecture group (9). The calculated t value (7.66) is higher than the table value (6.06) at 0.05 level of significance. The mean of the post test knowledge of students on 7th day by using mind map score is 13.32, it is higher than mean of the lecture method knowledge score (8.80). The calculated t value is (7.92) is greater than the table value (2.60) at 0.05 level of significance. Conclusion: There for it can be concluded that the mind mapping teaching method is very effective than lecture method among the nursing student on psychological test. The study shows that mind mapping technique help the student to learn, recall, organize and make information meaningful. So they can perform and get good result in examination by using mind mapping technique.
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