目的 探讨费曼学习法联合思维导图在糖尿病慢性并发症护理临床教学中的应用效果。方法 选取2021年 9月—2022年4月实习的护理专业学生为研究对象，按照实习时间的前后顺序分为试验组（n=31）和对照组（n=34），试验组采用费曼学习法联合思维导图进行教学，对照组采用传统教学法教学。比较教学前后两组学生的理论考核成绩和自主学习能力，调查试验组对课程的评价。结果 教学后试验组成绩（73.39±9.02）高于对照组（58.79±5.03）（t=7.952，P<0.001）。教学后，试验组自主学习能力得分（118.16±5.89）高于对照组（109.53±7.55），差异具有统计学意义（t=5.105，P<0.001）。26名试验组学生对课程总体效果满意。结论 在糖尿病慢性并发症护理教学中采用费曼学习法联合思维导图，有助于提升学生的自主学习能力，提高教学效果和满意度。

Objective To explore the effects of Feynman learning method combined with mind mapping in clinical nursing teaching of diabetes chronic complications. Methods Nursing students who practiced from September 2021 to April 2022 were divided into experimental group（n=31） and control group（n=34） in chronological order. The experimental group was taught by Feynman learning method combined with mind mapping and the control group was taught by the traditional teaching method. Theory examination and self-learning ability of the two groups were compared. Besides，students’ evaluation in the experimental group on the course was collected. Results After teaching，the total examination score of students in the experimental group（73.39±9.02） was higher than that of the control group（58.79±5.03）（t=7.952，P<0.001）. The score of independent learning ability in the experimental group（118.16±5.89） was higher than that in the control group（109.53±7.55）（t=5.105，P<0.001）. Totally 26 students in the experimental group were satisfied with the overall effect of the course. Conclusion The application of Feynman learning method combined with mind mapping in clinical nursing teaching of diabetes chronic complications can improve students’ independent learning abilities，enhance the teaching effect and satisfaction.