Ahmed, M., Ismail, E., Soliman, A. (2023). Effect of Digital Mind Map Strategy versus Traditional Approach on Nursing Students’ knowledge about Urinary Tract Infection. Assiut Scientific Nursing Journal, 11(34), 185-190. doi: 10.21608/asnj.2023.184394.1478
Mahitab Mohamed Ahmed; Esraa Hassan Ismail; Ali Dabo Soliman. "Effect of Digital Mind Map Strategy versus Traditional Approach on Nursing Students’ knowledge about Urinary Tract Infection". Assiut Scientific Nursing Journal, 11, 34, 2023, 185-190. doi: 10.21608/asnj.2023.184394.1478
Ahmed, M., Ismail, E., Soliman, A. (2023). 'Effect of Digital Mind Map Strategy versus Traditional Approach on Nursing Students’ knowledge about Urinary Tract Infection', Assiut Scientific Nursing Journal, 11(34), pp. 185-190. doi: 10.21608/asnj.2023.184394.1478
Ahmed, M., Ismail, E., Soliman, A. Effect of Digital Mind Map Strategy versus Traditional Approach on Nursing Students’ knowledge about Urinary Tract Infection. Assiut Scientific Nursing Journal, 2023; 11(34): 185-190. doi: 10.21608/asnj.2023.184394.1478
Effect of Digital Mind Map Strategy versus Traditional Approach on Nursing Students’ knowledge about Urinary Tract Infection
1Lecturer of Nursing Administration, Faculty of Nursing, Suez Canal University, Egypt
2Lecturer of Adult Health Nursing, Faculty of Nursing, Suez Canal University, Egypt.
3Lecturer of Nursing Administration, Faculty of Nursing, Kafr Elsheikh University, Egypt
Abstract
Background: Digital mind map is a technology increasingly used as a visual tool in education. In today's digital environment, the digital mind map has several benefits for learners, teachers, and professionals. Aim: This study examined the effects of a digital mind map strategy compared with a traditional approach on nursing students' knowledge about urinary tract infection. Design: A randomized controlled trial with a posttest for the control group (traditional lecture) and the experimental group (digital mind map strategy). Setting: This study was conducted at the Faculty of Nursing, Suez Canal University. Participants: A random sample of (N=241 students) was selected from second-year nursing students, (128) as a control group and (113) as a study group. Methods: Two instruments were used to collect data: a knowledge assessment questionnaire to assess cognitive skills and a satisfaction questionnaire to assess students' level of satisfaction with each educational strategy. Results: The results show that students taught using the digital mind-mapping strategy performed better on the cognitive exam than those taught in the traditional way (p=0.001). They were also more satisfied than the control group (p=0.001). Conclusion: This study focused on using technology, which is now more readily available, to teach nursing students using an innovative teaching strategy as the digital mind map strategy improved their knowledge and increased their satisfaction. Recommendation: The study recommends adding digital mind maps to the other methods of teaching strategies in nursing schools to improve students' cognitive skills and critical thinking.
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