Effect of Using Mind Mapping Learning Technique among Undergraduate Nursing Students

Ahmed Elsayed, Amel; Elgharib Mohamed Mostafa Eldiasty, Noura; Ahmed MohammedAbd El Salam, Faten; H Mohamed, Safaa; Mohamed Abd ElHamid Younes, Mona

doi:10.21608/ejhc.2022.270425

Effect of Using Mind Mapping Learning Technique among Undergraduate Nursing Students

Document Type : Original Article

Authors

¹ Assistant professor Community Health Nursing, Faculty of Nursing, Mansoura University

² Lecturer of Nursing Administration, Faculty of Nursing, Mansoura University

³ Lecturer of Nursing Administration, Faculty of Nursing, Port Said University

⁴ Assistant Professor of Obstetric and Gynecological Nursing Department, Faculty of Nursing, Assuit University

⁵ Lecturer of Community Health Nursing, Faculty of Nursing, Port Said University, Egypt

10.21608/ejhc.2022.270425

Abstract

Background: Through the use of a variety of instructional techniques, students in nursing
education must be prepared for lifelong and self-directed learning. Therefore, it is crucial to use
such creative teaching methods that foster learning by guaranteeing memory of information so
that one may recall it and encouraging critical thought, such as the Mind Mapping Learning
Technique, which is one of these creative learning methods. Aim: To determine the effect of
using mind-mapping learning techniques among undergraduate nursing students. Subjects and
method: Design: A quasi-experimental research design pre- posttest and control group was used to
achieve the aim of the current study. Setting: the study was carried out in the Faculty of Nursing
affiliated to El-Mansoura University. Subjects: The study included 1000 newly entry students at
first year at B.Sc. level. Nursing students who were selected through a non-probability convenient
sampling technique divided equally into experimental and control group each include 500 students
from the above-mentioned study setting. Tools: Two tools were used for data collection: Tool (I): A
close-ended self- administering questionnaire, it administered to both groups pre- and post the
intervention to assess personal data. Tool (II): Undergraduate nursing students’ perception of mind
mapping learning technique, it also administered to the experimental groups pre/post the
intervention. Results: The results revealed no statistically significant difference between the pass
rates of the control group (48.4%) and the intervention group (51%) pre the intervention. While post
the intervention, the experimental group's pass rate increased to 92% while the control group was
52% with (p <0.001). In comparing between both groups, the control group showed better
performance with (p< 0.001). The experimental group showed very high perception of the mind
mapping approach as well they were strongly connected to gains their scores with (r=0.619,
p<0.01). Conclusion: The current study concluded that the mind-mapping learning methodology is
superior than the other currently used study methods and that successfully help students in learning
subjects by overcoming issues with retention and recall. Recommendations: The study suggested
that the mind-mapping learning technique should be implemented as an effective and acceptable
teaching technique for nursing students' education.

Keywords