Effect of Thinking Maps versus Traditional Lectures on the Academic Self-Efficacy, Achievement, and Satisfaction of Undergraduate Maternity Nursing Students

Document Type : Original Article

Authors

1 Lecturers of Woman’s Health and Midwifery Nursing Department, Faculty of Nursing, Mansoura University, Egypt

2 Assistant Professor of Woman’s Health and Midwifery Nursing Department, Faculty of Nursing, Mansoura University, Egypt

Abstract

Background: The enhancement of critical and creative thinking denotes an essential objective of
higher educational institutions. Creative thinking inquiries by students may be integrated with
thinking maps. Aim: To investigate the effects of thinking maps versus traditional lectures on the
academic self-efficacy, achievement, and satisfaction of undergraduate maternity nursing students.
Design: A randomized controlled trial was performed on 176 students registered in maternity and
gynecological nursing course at the Faculty of Nursing in Mansoura University, Egypt. Sampling:
A simple random sample was utilized. Participating students were randomly assigned into two equal
groups, with eighty-eight students in each group. The intervention group was instructed through
thinking maps, and the control group was taught via traditional lectures. Results: The group
instructed through thinking maps exhibited a higher level of academic self-efficacy, a higher
academic achievement score, and more satisfaction than the traditional lecture group. The statistical
differences between the groups were highly significant. Conclusion: The study hypotheses were
accepted, indicating that thinking maps are effective as teaching strategies and exert significant
positive effects on the academic self-efficacy, achievement, and satisfaction experienced by
undergraduate maternity nursing students. This study recommended that thinking maps should be
applied in other educational courses to enhance the self-efficacy, academic achievement, and
satisfaction of students

Keywords

Egyptian Journal of Health Care
Volume 12, Issue 2
June 2021
Pages 1475-1490

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