Effect of Using Mind Mapping Learning Technique among Undergraduate Nursing Students | ||||
| Egyptian Journal of Health Care | ||||
| Article 100, Volume 13, Issue 4, December 2022, Page 1375-1384 PDF (545.26 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/ejhc.2022.270425 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Amel Ahmed Elsayed1; Noura Elgharib Mohamed Mostafa Eldiasty2; Faten Ahmed MohammedAbd El Salam3; Safaa H Mohamed4; Mona Mohamed Abd ElHamid Younes5 | ||||
| 1Assistant professor Community Health Nursing, Faculty of Nursing, Mansoura University | ||||
| 2Lecturer of Nursing Administration, Faculty of Nursing, Mansoura University | ||||
| 3Lecturer of Nursing Administration, Faculty of Nursing, Port Said University | ||||
| 4Assistant Professor of Obstetric and Gynecological Nursing Department, Faculty of Nursing, Assuit University | ||||
| 5Lecturer of Community Health Nursing, Faculty of Nursing, Port Said University, Egypt | ||||
| 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 | ||||
| Mind mapping learning technique; Undergraduate nursing students | ||||
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