Effects of reflective learning based on visual mind mapping in the fundamentals of nursing course: A quasi-experimental study

Yang, Kaihan; Chen, Hong; Liu, Chunjuan; Zhang, Feifei; Jiang, Xiaolian

doi:10.1016/j.nedt.2022.105566

Cited by 7 publications

(7 citation statements)

References 34 publications

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“…The research findings of Ristiliana (2022) indicate that mind mapping can increase student learning activities. Furthermore, Yang's (2022) research demonstrates that the combination of mind mapping and PBL instruction can assist students with integrated concept mapping and the development of a more comprehensive knowledge structure.…”

Section: Resultsmentioning

confidence: 99%

“…In addition, mind mapping is also used as an active learning strategy, learning tool, information search and can improve metacognitive skills (Rosciano, 2015;Erdem, 2017;D'Antoni et al, 2010;Astriani et al, 2020). Critical thinking and professional self-concept can also be improved through reflective learning based on visual mind mapping (Yang et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

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Learning Transformation: The Impact of Problem Based Learning with Mind Mapping on Learning Outcomes in Environmental Conservation Lesson

Yusniza,

Nurmaliah,

Abdullah

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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Schools should introduce environmental conservation and change awareness centered on local issues, encouraging students to share their insights and perspectives. For this reason, this study aims to determine the effect of applying the problem-based learning model assisted by mind mapping on student learning outcomes in environmental conservation lesson. This study used a quasi-experimental design with the Pretest-Posttest Non-Equivalent Control Group Design consisting of control and experimental classes. The research population was all class X SMA Negeri 3 Banda Aceh students. Furthermore, purposive sampling produced a sample consisting of four classes with a total of 121 students. The learning outcomes data were obtained from the test instrument using 30 multiple-choice questions. Data analysis was performed using the Mann-Whitney test with a significance level 0.05. The data analysis results show that applying the problem-based learning model assisted by mind mapping has a significant effect on learning outcomes with a significance value of p < 0.05 (0.000 < 0.05). Thus, applying the problem-based learning model assisted by mind mapping positively affects learning outcomes. The results of this study provide information that problem-based learning assisted by mind mapping can be applied to conservation-based lessons.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Learning Transformation: The Impact of Problem Based Learning with Mind Mapping on Learning Outcomes in Environmental Conservation Lesson

Yusniza,

Nurmaliah,

Abdullah

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

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“…Professional self-concept, which is based on the individual’s personal attitudes toward his or her occupation, professional responsibility, ideals and values, represents the core of nurses’ occupational choices and development 33 . This study revealed that differences in the dimensions of such a professional self-concept, such as management ability, professional skills, satisfaction and communication capability, were statistically significant (P < 0.05).…”

Section: Discussionmentioning

confidence: 99%

Application effect study of a combination of TeamSTEPPS with modularization teaching in the context of clinical instruction in trauma care

Qiu,

Chen,

Gao

et al. 2024

Sci Rep

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To explore the effect of a combination of Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) with modularization teaching in the context of clinical instruction in trauma care. A total of 244 nursing students who participated in clinical practice in orthopaedic wards from March 2020 to April 2022 were divided into two groups that received the same trauma care teaching content. The control group (n = 119) used the traditional teaching approach, and the experimental group (n = 125) utilized a combination of TeamSTEPPS with a modularization teaching model. A questionnaire was used to assess students’ theoretical knowledge, practical skills, self-concepts and professional benefits after one month with the goal of determining their end-of-course performance. The theoretical knowledge scores obtained by the control group and the experimental group were 89.56 ± 4.06 and 91.62 ± 2.84, respectively, and these results were statistically significant (P < 0.05). Students preferred the combination of TeamSTEPPS with the modularization teaching model to the traditional instructional method in terms of practical skills, professional self-concepts and professional benefits (P < 0.05). The application of the combination of TeamSTEPPS with modularization teaching in the context of clinical instruction in trauma care made significant contributions to nursing students’ mastery of theoretical knowledge and practical skills, enhanced their sense level of professional identity, instilled a correct occupational ideology in such students, and enhanced the professional benefits they were able to obtain.

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“…Given the limitations of the LBL method, it is imperative that we seek innovative teaching approaches. It has been shown that the new methods significantly elevate the caliber of nursing education by promoting active engagement and critical analysis, and also positively impact patient care [33][34][35][36]. Our study indicates that the CDIO model group participants outperformed the control group in both theoretical knowledge assessment and application capability evaluation, with a statistically significant difference after training (F = 12.116, p = 0.001 for theoretical knowledge; F = 23.681, p < 0.001 for application capability; Table S2).…”

Section: Discussionmentioning

confidence: 99%

Advancing arrhythmia education through the CDIO approach: a new paradigm in nursing student training

Chen,

Wen,

Huang

et al. 2024

BMC Nurs

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Background The accurate diagnosis and effective management of arrhythmias are crucial, with nurses playing a key role in the early detection and treatment, significantly impacting patient outcomes. Improving education on arrhythmias among nurses, especially in critical care and perioperative settings, can enhance patient safety and the quality of care. Methods A total of 116 trainee nurses were randomly divided into two groups: one utilizing the conceive-design-implement-operate (CDIO) model and the other employing a traditional lecture-based learning (LBL) method, to undergo arrhythmia training. The studyassessed the effects of the two teaching methods and investigated the students’ attitudes toward these educational practices, with all participants completing pre- and post-course tests. Results The CDIO model significantly enhances nursing students’ arrhythmia proficiency, yielding higher test scores and sustained improvement after 24-week compared to the traditional LBL method, alongside markedly better self-learning enthusiasm, understanding, satisfaction with the teaching approach and effectiveness, and interest in learning arrhythmia. The CDIO model in nursing arrhythmia courses boosts theoretical knowledge and application, showing potential in clinical skill enhancement. Conclusions Our study introduces the CDIO model in nursing arrhythmia courses, with improvement in knowledge and skills, and promise for broader application.

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Effects of reflective learning based on visual mind mapping in the fundamentals of nursing course: A quasi-experimental study

Cited by 7 publications

References 34 publications

Learning Transformation: The Impact of Problem Based Learning with Mind Mapping on Learning Outcomes in Environmental Conservation Lesson

Learning Transformation: The Impact of Problem Based Learning with Mind Mapping on Learning Outcomes in Environmental Conservation Lesson

Application effect study of a combination of TeamSTEPPS with modularization teaching in the context of clinical instruction in trauma care

Advancing arrhythmia education through the CDIO approach: a new paradigm in nursing student training

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