Assessing the efficacy of mind mapping as a learning technique to enhance information retrieval in nursing students

Abstract

BACKGROUND:

Nursing education, rooted in conventional methods like didactic lectures and clinical experiences, is evolving to incorporate innovative learning strategies. This study delves into the effectiveness of mind mapping, an interactive technique, in enhancing information retrieval skills among nursing students. Departing from linear note-taking, mind maps visually organize information, aligning with contemporary learning theories emphasizing visual and interactive modalities.

MATERIALS AND METHODS:

Methodologically, a quasi-experimental design with a crossover intervention was employed, involving 144 nursing students in Pune City, Maharashtra; the time taken to conduct the study was 2 months. The study focused on acquired immunodeficiency syndrome and chronic renal failure (CRF), employing pre-tests, post-tests, and long-term retention assessments.

RESULTS:

Results indicated significantly higher knowledge gains and retention with mind mapping, substantiated by effect size analyses. Student perceptions, assessed through a Likert scale, revealed widespread agreement on mind mapping’s clarity, effectiveness, and positive impact on understanding and retention. Challenges included the need for faculty and student training, highlighting the importance of integration and support in educational institutions.

CONCLUSION:

This study explores the effectiveness of mind mapping as a learning technique in nursing education, aiming to enhance knowledge acquisition, retention, and critical thinking skills, departing from traditional approaches. Results indicate that mind mapping significantly improves knowledge retention compared to conventional methods. Hence, we strongly recommend mind mapping as an integral learning technique in nursing education; this will impact on enhancing knowledge acquisition, retention, and critical thinking skills among nursing students, surpassing the outcomes of traditional methods.

Introduction

Nursing education has traditionally relied on conventional learning strategies, rooted in didactic lectures, textbooks, and practical clinical experiences. However, as the field of healthcare undergoes continuous advancements and educational theories evolve, there is a growing recognition of the need to complement traditional methods with more innovative learning strategies.[1] One such traditional learning strategy is the didactic lecture, where instructors deliver content in a structured format. While lectures provide a foundational understanding of theoretical concepts, they may not always engage students actively in the learning process.[2]

In response to the limitations of traditional strategies, nursing education is increasingly incorporating interactive and learner-centered approaches. These innovations aim to enhance critical thinking, problem-solving, and information retrieval skills, essential for the dynamic and complex healthcare environment.[3]

In the dynamic field of nursing education, the continuous quest for innovative and effective learning strategies is paramount to equip students with the skills necessary for successful information retrieval.[4]

Traditional learning methods often fall short in catering to the diverse learning styles and information processing preferences of students. As such, there is growing interest in exploring innovative and evidence-based learning techniques.[3]

Mind mapping, characterized by visual representations of interconnected ideas, presents itself as a potential solution to address these challenges.[5]

This research aims to provide empirical evidence that can inform educators, curriculum developers, and nursing students themselves about the potential benefits of incorporating mind mapping into their learning repertoire.[6]

Mind mapping is visually organizing information in a hierarchical and interconnected manner; mind maps stimulate active engagement and facilitate the understanding of complex relationships within nursing concepts.[7]

Among these approaches, mind mapping has gained attention as a potential tool to enhance information retrieval and promote meaningful understanding among nursing students.[8]

Cognitive Science Basis: Cognitive science theories suggest that the human brain processes and retains information more effectively when presented in a visually organized manner. Mind mapping aligns with these principles by providing a visual representation of interconnected concepts, allowing students to create mental links and associations.[8]

Learning Styles and Preferences: Nursing students, like any diverse group of learners, exhibit varying learning styles and preferences. Understanding these individual differences is crucial in designing effective teaching strategies tailored to the diverse needs of nursing students.[9]

Enhanced Comprehension and Retention: Several studies outside the nursing domain have demonstrated the positive impact of mind mapping on comprehension and information retention. Mapping out complex nursing concepts may aid in breaking down intricate information into manageable components, allowing students to grasp and remember details more effectively.[5]

Clinical Application and Decision-Making: The ultimate goal of nursing education is to prepare students for clinical practice. Mind mapping’s potential to enhance critical thinking and decision-making skills is particularly relevant in the context of nursing.[2]

Interactive Learning and Student Engagement: Mind mapping can be a collaborative and interactive learning tool, fostering engagement and participation among students.[10]

By exploring the impact of mind mapping on information retrieval, we aim to contribute valuable insights to the pedagogy.[7]

The investigation focused on how its visual and hierarchical representation of information aligns with the cognitive processes involved in learning.[11]

The goal is to shed light on a learning strategy that not only meets the demands of the evolving healthcare landscape but also empowers nursing students for success in their academic and professional journeys.[12]

Enhanced Information Retention: A study published in the “Journal of Educational Psychology” (Son and Metcalf, 2017) found that students who used mind maps retained more information compared to those who employed traditional note-taking methods.[7]

Improved Comprehension and Understanding: Research by Novak and Gowin (1984) indicated that creating concept maps, a closely related technique to mind mapping, helped learners organize and understand complex information.[13]

Facilitation of Critical Thinking: A study by Jonassen and Rohrer-Murphy (1999) in the “Journal of Nursing Education” demonstrated that mind mapping encourages critical thinking skills by promoting connections between concepts.[14]

Increased Engagement and Motivation: In a study by Karel V et al. (2019), published in the “Journal of Biological Education,” it was found that using mind maps increased student engagement and motivation.[15]

Adaptability to Diverse Learning Styles: Mind mapping accommodates various learning styles, as noted in a study by Kinchin (2014) published in “International Journal of Science Education.” This adaptability is crucial in nursing education, where students may have diverse learning preferences and needs.[16]

Effective in Clinical Decision-Making: A study by Lee and Kaylor (2004) in the “Journal of Nursing Education” suggested that mind mapping is particularly beneficial in developing clinical decision-making skills. Nursing students who utilized mind maps were better able to analyze patient scenarios and make informed decisions.[17]

In conclusion, while traditional learning strategies remain fundamental in nursing education, there is growing acknowledgment of the need to integrate innovative approaches.

Materials and Methods

Study design and setting

In March 2023, a study employed to check the efficacy to mind mapping in teaching students irrespective of the traditional approach of teaching a quantitative evaluative survey study approach was employed to assess 144 nursing students in Pune City, Maharashtra. Employing a quasi-experimental design with a one-group pre-test and post-test approach, the samples were selected through a non-probability purposive sampling method and those who provided consent.

Study participants and sampling

The research involved a crossover intervention study conducted among 144 nursing students divided equally into two groups (A and B) consisting of 72 students each selected using non-probability purposive sampling technique.

Data collection tool and technique

Following a pre-test, both groups were provided with a 1000-word text passage on AIDS syndrome, allowing 20 minutes for reading. Prior to this, batch A received a 2-hour session on the application and procedure of mind mapping. Subsequently, batch A engaged in mind mapping on a self-selected topic, demonstrating their proficiency and addressing queries. Batch B, meanwhile, underwent conventional reading. An immediate post-test with the same set of multiple-choice questions (MCQs) was conducted for both batches.

For the second topic, rapidly progressive chronic renal failure (CRF), the groups were swapped. Batch B received the mind mapping session before learning, while batch A engaged in conventional reading. Another immediate post-test was administered.

To assess students’ perceptions of mind mapping, a validated questionnaire, including open-ended and Likert scale questions, was utilized. The questionnaire underwent face and content validation by experts, incorporating suggested changes.

Long-term retention was evaluated 1 month later using the same set of MCQs for both topics and groups. Each correct answer received one mark, with no negative marking. Knowledge gain was calculated by subtracting pre-test scores from immediate post-test scores, while long-term gain in knowledge was determined by subtracting pre-test scores from long-term retention scores.

Ethical consideration

The study was approved by the institutional review committee (No. 2023-013).

Statistical analysis

The scores from the pre-test, immediate post-test, and long-term retention test after 1 month were organized into a table, and both the mean and standard deviation were computed. The data underwent analysis using an independent t-test, with statistical significance set at P < 0.05. The effect size was determined, and a Cohen’s d score of 0.2 was deemed a small effect size, 0.5 as a medium effect, and 0.8 as a large effect.

Result

Section I: Analysis if test scores and gain in knowledge of both groups

Section II: Analysis of effect size in test scores and gain in knowledge among the groups

Section III: Analysis if students’ perception toward mind mapping

Table 1 displays a total of 112 nursing students were undertaken for the study, who met the inclusion criteria for this study after thorough consideration of inclusion and exclusion criteria. The average test scores were notably higher in the group utilizing mind mapping.

Table 1.

Analysis if test scores and gain in knowledge of both groups

Parameters	AIDS Syndrome		P
	Group A Mind Mapping, Mean±SD	Group B Traditional, Mean±SD
Pre-test	4.51±1.45	5.56±2.52	0.0120
Post-test	8.19±1.44	8.14±1.20	0.8639
Test after 1 month	5.20±3.05	5.83±3.28	0.0414
Post-test gain	5.42±2.59	3.55±2.63	0.0126
Parameters	Chronic renal failure		P
	Group A Mind Mapping, Mean±SD	Group B Traditional, Mean±SD
Pre-test	3.16±1.35	3.49±1.62	0.2913
Post-test	6.73±2.13	8.13±1.46	0.0005
Test after 1 month	3.89±1.56	4.93±1.66	0.0027
Post-test gain	3.57±2.05	4.57±1.97	0.0206

The study findings indicate that knowledge acquisition during the immediate post-test and information retention after 1 month, for both topics, demonstrated superior outcomes with mind mapping compared to traditional learning methods. A detailed analysis of the scores is provided in Table 1.

The calculated P values for both topics were found to be <0.05, signifying statistical significance. This implies that the group employing mind mapping as a learning strategy exhibited significantly higher levels of knowledge gained and retained in comparison to the traditional learning group.

The examination of effect size was conducted by calculating Cohen’s d, Glass delta, and Hedge g scores, as shown in Table 2. In this context, Cohen’s d and Hedge g values of 0.2 were considered a small effect size, 0.5 as a medium effect, and 0.8 as a large effect. The detailed analysis of these effect size scores is presented in Table 2.

Table 2.

Analysis of effect size in test scores and gain in knowledge among the groups

Parameters	Cohen d	Glass Delta	Hedge g
Pre-test	0.5	0.46	0.51
Post-test	0.04	0.03	0.04
Test after 1 month	0.44	0.47	0.44
Post-test gain	0.55	055	0.54
Pre-test	0.22	0.24	0.22
Post-test	0.77	0.66	0.78
Test after 1 month	0.64	0.67	0.64
Post-test gain	0.5	0.49	0.5

In the first topic concerning AIDS syndrome, the effect size was determined to be moderate in the long-term retention test and large in knowledge gained both during the immediate post-test and in the long term. Conversely, for the second topic on CRF, the effect size between the two groups was found to be large in the post-test after a month and moderate in the gain in knowledge and retention. This observation implies that employing mind mapping as a learning strategy proves to be more effective compared to conventional reading methods.

Table 3 denominates Student perceptions were evaluated through both quantitative measures using a Likert scale [refer to Table 3] and qualitative assessments via open-ended questions. For statistical purposes, perceptions were categorized as disagree, undecided, or agree. Notably, over 90% of students expressed agreement that mind mapping clarified objectives, facilitated better understanding of concepts, allowed for easy information retrieval, and was deemed an effective and engaging method.

Table 3.

Analysis of students’ perception toward mind mapping post assessment of mental health promotion and early identification of mental illness

Parameters	Disagree	Undecided	Agree
Objectives made clear	1.68	3.36	94.46
Concept of better understanding	3.36	2.52	94.12
Easy to recall and retain	2.52	1.68	95.80
Effective and interesting	3.36	5.88	90.76
Difficult to understand	75.63	7.56	16.81
Feasible to adapt	7.56	17.65	74.79
Joyful and interactive	4.20	7.56	88.24
Time-consuming	37.82	19.33	42.85
Reasoning skills and thinking	5.88	10.92	83.19
Overall rating	3.36	8.40	88.24

The majority of students affirmed mind mapping as a joyful and interactive approach, highlighting its feasibility for adaptation and its positive impact on reasoning skills and critical thinking. Approximately 43% of students perceived mind mapping as time-consuming. Overall, an overwhelmingly positive response was received, with 88.84% of students expressing favorable views toward mind mapping.

Discussion

The study aimed to assess the effectiveness of mind mapping. At the baseline test, there was a statistically significant difference in mean knowledge scores between the two groups for the first topic (AIDS syndrome), while for the second topic (CRF), the difference was not statistically significant, indicating similar knowledge levels before intervention in both groups.

Despite the higher mean scores immediately after the intervention in the mind map group compared to the conventional reading group, statistical significance was observed only for topic 2. This discrepancy could be attributed to the notable difference in pre-test scores between the groups for topic.

However, the knowledge gained immediately after the intervention was significantly higher for both topics in the mind map group compared to the conventional reading group, with a statistically significant P value. These results were consistent with findings from the study by Bhat et al.[18] In contrast, studies conducted by D’Antoni et al. and Kalyanasundaram et al. yielded different outcomes or trends. The study found that the mean scores in the immediate post-test were higher in the mind map group, although this difference was not statistically significant. The lack of statistical significance was attributed to a small sample size and variations in students’ proficiency levels in creating mind maps.[19,20] However, after 1 month, the mean scores and knowledge gained were significantly higher in the group using mind maps. These findings align with previous studies conducted by D’Antoni et al., Kalyanasundaram et al., Farrand et al., and Wickramasinghe et al., supporting the idea that mind mapping is an effective learning strategy associated with enhanced recall and long-term retention.[21]

Referring to Bloom’s taxonomy, the study encompassed questions at various cognitive levels, from remembering to creating. While most questions were of lower-order cognitive skills, two questions involved critical thinking and analysis. Although the mind map group had slightly higher mean scores on these critical thinking questions, the differences were not statistically significant. The study suggests a need for further research with a larger group and more questions to thoroughly assess the impact of mind mapping on critical thinking and analysis, as recommended by Kalyanasundaram et al. In terms of student perception, participants in the study viewed the mind mapping technique as effective for understanding concepts, retaining information, and organizing content. This aligns with findings from studies conducted by Deepali et al. and Ravindranath et al. Students expressed interest in learning more about the mind mapping technique and indicated a desire to see its implementation in the curriculum.[22]

The main challenges in implementing mind mapping were identified as the need for faculty and student training. Faculty members, initially unfamiliar with this learning strategy, underwent training and subsequently provided sessions to students on the procedure and application of mind maps. Students were given examples of constructing mind maps during these sessions. Following an initial explanation of the mind mapping process, students were given the opportunity to independently develop their own mind maps, with faculty members addressing any queries or problems that arose during the construction phase. Another challenge encountered was related to the second topic, where, after a crossover, the batch assigned to conventional reading had already been exposed to the mind mapping technique. This made it difficult to supervise and guide those students in conventional reading. Despite receiving only a brief overview of the mind mapping technique without a dedicated practice period to enhance proficiency, the mind map group scored higher than the other group. The latter had the advantage of following a familiar method firmly reinforced throughout their academic careers.[7]

The investigation into the efficacy of mind mapping as a learning technique for enhancing information retrieval in nursing students has yielded significant insights. The study’s findings align with established cognitive science principles, emphasizing the effectiveness of visually organized information in memory recall. The recognition of mind mapping as a tool accommodating diverse learning styles underscores its potential to cater to the individual preferences of nursing students, promoting a more personalized and engaging learning experience.[23]

The positive impact of mind mapping on comprehension and retention resonates with existing literature, highlighting its potential to move beyond mere memorization to foster a deeper understanding of complex nursing concepts. Furthermore, the study suggests that the benefits of mind mapping extend into the realm of clinical application, with the potential to enhance critical thinking and decision-making skills. This linkage between theoretical knowledge and practical application is crucial for nursing students as they transition to clinical practice.

The interactive nature of mind mapping emerges as a key theme in the discussion, emphasizing its role in fostering collaboration and engagement among students. This collaborative learning approach not only enriches the educational experience but also encourages the exchange of diverse perspectives, contributing to a more comprehensive understanding of the subject matter.[24]

While the study provides valuable insights, it is essential to acknowledge potential limitations, such as the study’s duration and sample size. These considerations may impact the generalizability of the results. Future research endeavors could delve deeper into these aspects, exploring the longitudinal effects of mind mapping on information retrieval and clinical performance.[11]

In conclusion, the study contributes to the evolving landscape of nursing education by highlighting the efficacy of mind mapping as a learning technique. As educators seek innovative strategies to optimize learning outcomes, the integration of mind mapping offers a promising avenue for enhancing information retrieval, comprehension, and application of knowledge among nursing students.

The majority of students perceived mind maps as an effective learning strategy. Therefore, it is encouraging to consider introducing this innovative and engaging technique as a part of the learning strategy repertoire.

Implications

Integration of Mind Mapping in Nursing Education: The study suggests that mind mapping can be an effective learning strategy for nursing students, leading to higher knowledge retention and recall. Nursing educators may consider incorporating mind mapping into their teaching methodologies to enhance students’ understanding of complex nursing concepts.[25]

Faculty Training and Support: The identified challenges in faculty training highlight the need for training programs to familiarize educators with the mind mapping technique. Educational institutions should provide support and resources to help faculty members integrate mind mapping effectively into their teaching practices.[26]

Incorporation of Innovative Learning Strategies: The study underscores the importance of combining traditional and innovative learning strategies in nursing education. Educational institutions should encourage a diversified approach to teaching, incorporating methods like mind mapping to cater to diverse learning styles among students.[27]

Focus on Critical Thinking Skills: While the study found no statistically significant difference in critical thinking scores, it emphasizes the need for further research in this area. Nursing education programs may need to explore and develop specific interventions that explicitly target the enhancement of critical thinking skills using mind mapping.[28]

Long-Term Retention and Application: The study’s positive results on long-term retention indicate that mind mapping can contribute to sustained knowledge application. Nursing curricula could benefit from incorporating mind mapping as a tool not only for immediate understanding but also for long-term retention and application in real-world clinical scenarios.[29]

Student Engagement and Motivation: The high agreement among students regarding the effectiveness, engagement, and motivation associated with mind mapping suggests a positive student perception. Institutions can leverage this enthusiasm by promoting the use of mind mapping as a student-friendly and enjoyable learning strategy.[30]

Adaptation of Learning Strategies: The study highlights that mind mapping is adaptable to diverse learning styles, accommodating the varied preferences of nursing students. Educational institutions should encourage flexibility in teaching methods to cater to the individual learning needs of students.[31]

Continuous Assessment and Improvement: The study’s implication for further research on critical thinking and analysis calls for continuous assessment and improvement of mind mapping strategies in nursing education. Ongoing research and evaluation can inform adjustments to pedagogical practices, ensuring the continued effectiveness of mind mapping in nursing education.[32]

Limitations

Crossover Design Challenges: The study employed a crossover design, where groups switched interventions for the second topic. This may introduce a potential carryover effect as the second group had prior exposure to mind mapping. Future studies may consider alternative designs to address this challenge.

Faculty and Student Training Variability: The study identifies faculty and student training as a potential obstacle. However, the extent and uniformity of training may vary among participants, introducing variability in the implementation of mind mapping and potentially affecting the study outcomes.

Conclusions

In conclusion, this study investigated the effectiveness of mind mapping as a learning technique in nursing education. The findings suggest that mind mapping significantly enhances knowledge acquisition and retention compared to traditional learning methods, particularly evident in the long-term retention of information. Despite challenges related to small sample size and potential biases, student perceptions overwhelmingly favored mind mapping as a clear, engaging, and effective learning strategy. The study emphasizes the potential of mind mapping to contribute positively to nursing education, urging further exploration and integration of this innovative approach to enhance critical thinking, problem-solving, and information retrieval skills essential for nursing professionals in their dynamic and complex roles. Hence, we strongly recommend mind mapping as an integral learning technique in Nursing Education; this will impact on enhancing knowledge acquisition, retention and critical thinking skills among nursing students, surpassing the outcomes of traditional methods.

Financial support and sponsorship

Nil.

Conflicts of interest

There are no conflicts of interest.