Objective

2

To explore the application of typical tasks-based mind mapping in nursing teaching for children with autism spectrum disorder (ASD).

Methods

2

A total of 102 nursing students who were involved in the nursing of children with ASD in Hunan Children's Hospital were selected and divided into control group and observation group according to the teaching methods. Fifty-one students in the control group were provided with conventional teaching

while 51 students in the observation group were provided with typical tasks-based mind mapping teaching. The students in the two groups were assessed for performance

self-directed learning ability score

and overall literacy at completion of the nursing course. SPSS 22.0 was used for the

t

test.

Results

2

The scores of theoretical examination[(92.34±4.07) vs. (89.92±3.61)]

nursing note writing[(91.07±3.84) vs. (88.60±3.59)]

and operational examination[(90.47±2.98) vs. (88.52±2.73)] were significantly higher among students in the observation group than among those in the control group (

P

<

0.05); after the internship

students in the two groups had significantly increased scores in interpersonal relationships

learning awareness

learning strategies

learning behaviors

and learning evaluation

and the observation group had better performance than the control group in the above indices (

P

<

0.05); after the internship

students in the two groups had significantly increased scores in problem solving

interpersonal communication

critical thinking

and self-leadership

and the observation group had better performance than the control group in the above indices (

P

<

0.05).

Conclusion

2

The application of typical tasks-based mind mapping in nursing teaching for children with ASD can improve nursing students' academic performance

enhance their self-directed learning

and improve their overall literacy.