Abdallah, A., Ibrahim, R., Mokhtar, I., Saber, N. (2024). Effectiveness of Using Mind Mapping within Flipped Classroom Strategies on Cognitive Achievement, practical skills and satisfaction of Nursing Students. Assiut Scientific Nursing Journal, 12(45), 84-94. doi: 10.21608/asnj.2024.284502.1815
Asmaa A. Abdallah; Rasha E. Ibrahim; Islam M. Mokhtar; Nahed M. Saber. "Effectiveness of Using Mind Mapping within Flipped Classroom Strategies on Cognitive Achievement, practical skills and satisfaction of Nursing Students". Assiut Scientific Nursing Journal, 12, 45, 2024, 84-94. doi: 10.21608/asnj.2024.284502.1815
Abdallah, A., Ibrahim, R., Mokhtar, I., Saber, N. (2024). 'Effectiveness of Using Mind Mapping within Flipped Classroom Strategies on Cognitive Achievement, practical skills and satisfaction of Nursing Students', Assiut Scientific Nursing Journal, 12(45), pp. 84-94. doi: 10.21608/asnj.2024.284502.1815
Abdallah, A., Ibrahim, R., Mokhtar, I., Saber, N. Effectiveness of Using Mind Mapping within Flipped Classroom Strategies on Cognitive Achievement, practical skills and satisfaction of Nursing Students. Assiut Scientific Nursing Journal, 2024; 12(45): 84-94. doi: 10.21608/asnj.2024.284502.1815
Effectiveness of Using Mind Mapping within Flipped Classroom Strategies on Cognitive Achievement, practical skills and satisfaction of Nursing Students
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