Abstract:

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.

Key words: Education, Nursing, Clinical Clerkship, Diabetes Complications, Mind mapping, Feynman learning method