Application of mind mapping combined with case-based learning model using simulated clinical cases in nursing...

Area of Science:

• Nursing Education
• Medical Education
• Pedagogy

Background:

• Traditional lecture-based teaching in nursing education may not fully develop essential clinical competencies.
• There is a need for innovative teaching models to enhance nursing students' theoretical knowledge and practical skills.

Purpose of the Study:

• To evaluate the effectiveness of a mind mapping-integrated case-based learning (CBL) model using simulated clinical cases.
• To compare this model against traditional lecture-based teaching in nursing education.

Main Methods:

• A study involving 100 nursing undergraduates, divided into a control group (traditional teaching) and a research group (mind mapping-integrated CBL).
• Intervention involved using simulated clinical cases within the CBL model for the research group.
• Comparison of theoretical scores, practical skills, clinical thinking, learning initiative, and satisfaction between groups.

Main Results:

• The mind mapping-CBL group showed significantly higher theoretical knowledge and practical nursing skill scores.
• Superior performance in critical, evidence-based, and systematic thinking was observed in the mind mapping-CBL group.
• Significant improvements in self-directed learning, motivation, and knowledge application, along with higher teaching satisfaction, were noted in the mind mapping-CBL group.

Conclusions:

• The mind mapping-integrated CBL model effectively enhances nursing students' theoretical mastery and clinical operational skills.
• This model also improves reflective thinking abilities and overall satisfaction with the nursing education process.