The impact of a web‐based mind map learning technique on students’ nursing knowledge of the nursing process

Abstract

OBJECTIVEThis research aims to investigate the effects of web‐based mind map learning techniques in the nursing process on students’ ability to investigate the nursing diagnosis, descriptive characteristics, and the etiological and risk factors.DESIGNIn this experimental study, 91 nursing students enrolled in a state university in a city in Turkey in the 2020–2021 academic year were included.METHODSData were collected using a test for determining the level of knowledge about the nursing diagnosis and the factors affecting the diagnosis, case sample, and care plan. In the teaching of the nursing process, the experimental group students (n = 42) experienced the web‐based mind map learning technique, while the control group students (n = 49) experienced the lecture and question‐answer teaching methods.FINDINGSThe mean scores of the experimental group in terms of reaching the nursing diagnosis, descriptive characteristics, and the etiological and risk factors were significantly higher than the control group (p < 0.05). The findings showed that the experimental group scored significantly higher than the control group in making accurate diagnoses (p < 0.05).CONCLUSIONSThe web‐based mind map learning technique used in teaching the nursing process favorably affected the students’ ability to determine the nursing diagnosis, descriptive characteristics, and etiological and risk factors. The findings suggest that the web‐based mind map learning technique should be used in teaching the nursing process.IMPLICATIONS FOR NURSING PRACTICEActive learning in nursing process teaching should be promoted using different teaching techniques. Teaching the nursing process with different teaching techniques has the potential to to increase the knowledge and skills of students and thus improve the quality of nursing care.

From Chaos to Clarity: Use of Mind Maps as a Tool to Ensure Better Learning among Medical Students

“…digital ones—which can be edited and revised a multiple number of times) and generally comprise a central theme, with different branches that depict different sub-themes on the same topic. [ 4 ] This innovative tool has been widely employed in medical education both for the sake of teaching and learning and assists the students to understand complex medical concepts. [ 5 ] The simplification of complex areas of medicine also helps students in the process of arriving at clinical diagnosis and facilitating patient care-related services, by encouraging critical thinking and bridging the gap between basic sciences and clinical subjects.…”

“…[ 5 ] The simplification of complex areas of medicine also helps students in the process of arriving at clinical diagnosis and facilitating patient care-related services, by encouraging critical thinking and bridging the gap between basic sciences and clinical subjects. [ 3 4 5 ]…”

“…Mind maps can be of different types in medical education, with each one having specific characteristics and plus points. [ 1 2 3 4 5 6 7 ] Hierarchical mind maps are the commonest one, with a central theme and multiple other sub-themes branching out from it, and is extensively used to summarize the available information from different learning resource and to visualize how different concepts are related to each other [ Figure 1 ]. Flowchart mind maps tend to depict the sequence of a specific topic and are generally used to understand diagnostic/treatment algorithms or the process of arriving at a specific decision or even to visualize the specific tasks that must be done to reach the end product [ Figure 2 ].…”

“…Flowchart mind maps tend to depict the sequence of a specific topic and are generally used to understand diagnostic/treatment algorithms or the process of arriving at a specific decision or even to visualize the specific tasks that must be done to reach the end product [ Figure 2 ]. [ 4 5 6 ]…”

“…Finally, concept maps are another type of mind map, wherein different concepts are linked together with the help of labels and arrows, and are used to understand complex information [ Figure 5 ]. [ 3 4 5 ] Depending on the context and the area that we are dealing with, we can employ different types of mind maps to expedite the learning process and benefit the students in attaining the learning outcomes. [ 3 4 5 6 7 ]…”