科技大學護理系學生運用心智圖之現況調查

心智圖的運用能協助護生以圖像組織臨床病人的照護問題。為瞭解心智圖在科大護理臨床實習的實施現況及學生的學習經驗，收集某科技大學護理系四技及二技學生在三年期間的「心智圖學習經驗調查問卷」、「總評值記錄單」、「實習總心得」與「心智圖學習作品」等資料進行回溯描述性研究。共收集到二技生61人及四技生117人的心智圖學習經驗調查問卷，其中有70.2%（125位）的學生在護理臨床實習時運用過心智圖，以應用於個案分析（29.3%）及讀書報告（28%）為多。在教學策略上方面，較多學生感受到「老師對心智圖概念的應用熟悉」、「老師曾以範例引發思考問題方向」及「老師曾介紹分類或歸納概念的應用方法」。學生自覺進步最多的是「組織分析」（35.6%）及「分類歸納」（31.7%）能力。73.6%的學生同意學習心智圖能增進對護理事物的邏輯思考能力，63.2%的學生同意對心智圖學習課程的學習成果滿意。26.4%的學生對心智圖學習感到很有壓力。從學生的心聲得知，於新學習方法開始前，須先清楚說明概念、漸進地訓練思維及增加操作上的練習，才能減少實習與學習新方法的雙重壓力。建議未來在實習前規劃心智圖訓練課程，漸進式融入護理教學，增加老師及學生心智圖概念及軟體實務訓練。

關鍵字

心智圖；護理臨床實習

並列摘要

The application of mind maps is useful to assist nursing students in organizing the patients’ problems with figures. To understand the current implementation of mind maps and the learning experiences of students in clinical nursing practice at one technological university, a retrospective and descriptive study was proceeded with past three-years data including the questionnaire of the learning experiences in mind maps, the overall evaluation of clinical nursing practice, students’ reflection in the nursing practice and the final reports of mind maps. A total of 178 questionnaires of learning experiences in mind maps, 61 from two-year program and 117 from four-year program, were collected. Of which 70.2% (125) students had learning experiences of mind maps in clinical practice. Most of mind maps were applied in case studies (29.3%) and reading reports (28%). In the use of teaching strategies, most students perceived that teachers are familiar with the application of mind mapping; teachers use examples to stimulate the direction of thinking; and teachers have introduced classification or induction methods of the concept. The students had made great progress in the analysis of organization (35.6%) and inductive classification (31.7%). Of 73.6% students agreed that mind maps can enhance the logical thinking skills in nursing, 63.2% of the students satisfied the learning outcomes of mind maps. 26.4% of students felt the pressure while learning mind mapping. From “student’s reflection in the nursing practice”, the students suggested a progressive process design which teach the concepts and practice the thinking process before operating the mind maps. It could reduce the pressures from clinical practice and learning new material. For future study, the teacher should plan mind mapping training courses before the clinical nursing practice, integrate it into nursing education step by step, and improve the concepts and software skills of mind maps for teacher and students.