Effectiveness of Using Mind Mapping within Flipped Classroom Strategies on Cognitive Achievement, practical skills and satisfaction of Nursing Students | ||||
| Assiut Scientific Nursing Journal | ||||
| Article 8, Volume 12, Issue 45 - Serial Number 1, July 2024, Page 84-94 PDF (934.26 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/asnj.2024.284502.1815 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
Asmaa A. Abdallah  1; Rasha E. Ibrahim2; Islam M. Mokhtar3; Nahed M. Saber2
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| 1Lecturer of Community Health Nursing, Mansoura University, Egypt. | ||||
| 2Assistant Professor of Maternal and Newborn health Nursing, Beni-Suef University, Egypt. | ||||
| 3Assistant Professor of Medical-Surgical Nursing, Beni-Suef University, Egypt. | ||||
| Abstract | ||||
| Background: As nursing education shifts from passive to active, it' is important to adopt modern teaching strategies. Flipped classes and mind mapping enhance students' ability to apply and retain content. Aim: This study was conducted to assess the effectiveness of using mind mapping within flipped classroom strategies on the cognitive achievement and practical skills of nursing students. Method: A randomized trial was conducted on 320 nursing students to examine the effect of two collaborative teaching strategies: mind mapping combined with flipped classroom versus the conventional blended method of a flipped classroom with traditional lecture. This study used three tools: a cognitive achievement test included two parts, one about personal characteristics and the other related to cognitive achievement; a self-rating scale of self-directed learning (SRSSDL), and a structured student' satisfaction and self-confidence in learning scale (SSSCL). The results showed that there were insignificant differences in cognitive achievement, self-directed learning skills, satisfaction, and self-confidence scores before the intervention (P > 0.05). However, after the application of teaching methods, study group 1 showed significantly higher scores in cognitive achievement, self-directed learning skills, satisfaction, and self-confidence compared to study group 2. Conclusion: The combination of a collaborative mind mapping strategy and a flipped classroom significantly improved students’ cognitive achievement and self-directed learning skills more than the conventional blended methods. Recommendation: The study suggests that the collaboration of flipped classroom and mindmapping techniques should be implemented as effective teaching methods for nursing students' education | ||||
| Keywords | ||||
| Cognitive Achievement; Flipped Classroom; Mind Mapping; Satisfaction &Self-Directed Learning | ||||
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