임상실습에서 마인드맵을 활용한 간호과정 교육의 효과

The Purpose of this study is to identify the effects of nursing process education using mind map in clinical practice on self-directed learning ability, problem solving ability, self-confidence of nursing process of nursing students. This study is a quasi-experimental research of non-equivalent control group non-synchronized pre-posttest design. The subjects of the study consisted of 26 students in the experimental group and 23 students in the control group, among the students in clinical practice at the Department of Nursing at M University. The nursing process education consisted of three sessions a week for two weeks, at a total of 10 hours, with the experimental group conducting the nursing process education using mind maps, and the control group conducting conferences using the existing method. Collected data were analyzed using descriptive statistics, χ² test, and t-test using SPSS WIN 25.0 program. The self-directed learning ability(t=-2.16, p= .04), problem-solving ability(t=-2.53, p= .02), and self-confidence of nursing process(t=-2.04, p= .05) of the experimental groups using mind maps have increased statistically significantly over control groups. The results indicate that nursing process education using mind maps in clinical practice is more effective in improving self-directed learning skills, problem-solving skills, and self-confidence of nursing process than conferences using the existing method. Therefore, it is proposed to be used as a clinical practice education method to improve the self-confidence of nursing process of nursing students. Based on the results of this study, in order to increase the nursing process competency of nursing students in clinical practice, it is recommended to utilize nursing process education using mind map, and it is necessary to verify the effectiveness by applying the education using mind maps in the courses of various clinical practicum.