Evaluating the impact of INFINITI mind mapping on stress reduction and academic performance among nursing students: a randomized controlled study in Puducherry

Abstract

Background

Nursing students face significant academic stress, which can negatively impact their learning and performance. This study aimed to evaluate the effectiveness of the INFINITI mind mapping technique as a strategy to reduce stress and improve academic performance among first-year B.Sc. Nursing students.

Methods

A cluster randomized controlled trial was conducted with 192 first-year B.Sc. Nursing students from selected colleges in Puducherry. The intervention group (n = 96) utilized the INFINITI mind mapping learning technique over 15 days, with a focus on the ‘vital signs’ topic. The control group (n = 96) received standard instruction. Stress levels were measured using the Student Nurse Stress Index (SNSI), and academic performance was evaluated through unit test and university exam scores.

Results

The intervention group showed a statistically significant reduction in stress scores (t = 4.44, p < 0.001, Cohen’s d = 0.57) and a significant improvement in academic performance (f = 119.29, p < 0.001, Cohen’s d = 1.94) when compared to the control group. No significant changes were observed in the control group.

Conclusion

The INFINITI mind mapping technique is a promising and effective strategy for enhancing learning outcomes and reducing stress in nursing students. However, the generalizability of these findings is limited due to the single-site nature of the study, the absence of blinding for participants and instructors, and the lack of long-term follow-up.

Trial registration

Clinical trial number: not applicable.

Supplementary Information

The online version contains supplementary material available at 10.1186/s12912-025-03978-x.

Background

Nursing is a crucial profession within the healthcare sector that focuses on the care of individuals, families, and communities to help them attain, maintain, or recover optimal health and quality of life [1, 2]. However, nursing education is rigorous, and students often face challenges in mastering the vast syllabus. Academic performance is a key measure of students’ achievement across various subjects, and it plays a vital role in their success [3, 4]. Education is essential not only for personal growth but also for providing skilled professionals who contribute to economic development and address community health issues [3, 5, 6].

Stress in students is directly related to academic overload with numerous deadlines and assignments, and it is associated with drained energy, reduced enthusiasm toward academic tasks, lack of positive attitudes, and low academic achievements [7, 8]. Stress can disrupt the functioning of the prefrontal cortex, amygdala, and hippocampus. These disruptions might manifest as irregular executive functions, which include memory loss, Low retention, or abrupt shifts in focus and goal orientation [9, 10]. Nursing students had a rise in psychological issues and stress-related symptoms. The academic and therapeutic contexts, along with pressures of social and economic matters, are sources that lead to stress. Unhealthy stress has detrimental effects and is linked to learning challenges, surface-oriented learning strategies, low motivation, relationship issues, and other issues. As a result, it hinders professional development and makes it extremely difficult for nursing students to finish their education [11, 12].

A significant concern in nursing education is the increasing rate of student readmissions, which indicates poor academic performance. The number of graduating students does not match the growth in enrolments, suggesting that many students struggle to cope with the demands of their studies [13, 14]. Successful students are those who utilize effective learning techniques, exhibit self-motivation, and adjust their study behaviours to enhance learning outcomes [3, 15, 16].

Educational reforms in nursing emphasize the need to prepare students for lifelong, self-directed learning. To achieve this, innovative teaching strategies must be integrated into the curriculum to improve knowledge retention, recall, and critical thinking [17].

One such technique is mind mapping learning, which is recognized for its ability to enhance learning by organizing information visually and promoting meaningful connections between concepts [18].

Research studies indicate that mind mapping helps students in learning, recalling, organizing, and making information more meaningful. This, in turn, leads to better academic performance [19, 20]. The INFINITI Mind Mapping Learning is a structured approach designed to enhance memory, creativity, and comprehension by leveraging the brain’s visualization and association abilities. It enables students to create linkages, hierarchies, and interactions between acquired knowledge, offering a holistic overview of a subject on a single page [21]. Studies suggest that mind mapping improves learning efficiency by up to 15% compared to conventional note-taking methods [22, 23].

The INFINITI Mind Mapping Learning Model is designed to enhance students’ learning skills and provide curricular support through innovative teaching-learning methods. It facilitates reflection, knowledge-building, problem-solving, inquiry, and critical thinking [22, 24]. The INFINITI mind mapping model draws on established learning theories, including cognitive load theory, constructivism, and metacognition. Cognitive Load Theory suggests that structured visualization reduces extraneous load, enabling better working memory efficiency. Constructivism emphasizes meaningful learning through active engagement, which is achieved via creative node-linking and personalizing content in INFINITI. Metacognitive processes are encouraged by the ‘Thoroughness of Information’ component, prompting learners to self-monitor and evaluate content completeness. These theoretical foundations justify the model’s design for improving academic outcomes and stress management. By aiding in better retention, organization, and interpretation of study material, this technique can significantly contribute to students’ academic success [19].

This study aims to evaluate the effectiveness of INFINITI Mind Mapping Learning in aiding curricular support and improving the academic performance of nursing students at selected colleges in Puducherry.

Hypotheses

H₁

The level of stress and academic performance of nursing students significantly differs before and after the implementation of the INFINITI Mind Mapping Learning.

H₂

The association exists between the pre-test level of stress and academic performance and selected demographic variables.

Review of literature

A quasi-experimental design with a crossover intervention was employed, assessing the efficacy of mind mapping as a learning technique to enhance information retrieval in nursing students, 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 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 [25].

The study aims to synthesize existing research on mind mapping interventions, assess their impact on student learning outcomes, and identify the key components that contribute to their effectiveness. A systematic review methodology was employed, with searches conducted across six academic databases, including ScienceDirect, ProQuest, Sage Journals, Taylor & Francis, PubMed, and Google Scholar, covering the period from 2015 to 2025. Boolean operators were used to refine search results, and eligibility criteria were applied to select empirical studies utilizing experimental designs, including quasi-experimental and randomized controlled trials. The quality of selected studies was appraised using the Joanna Briggs Institute (JBI) critical appraisal tool for quasi-experimental studies and the Risk-Of-Bias Visualization (ROBVIS) tool for RCTs. Data analysis followed the Synthesis Without Meta-Analysis (SWiM) guidelines. Results: Six studies were included in the review, conducted in China, Indonesia, Ghana, and Thailand. The reviewed studies demonstrated that mind mapping significantly improved students’ academic performance by enhancing comprehension, problem-solving skills, and long-term knowledge retention [26].

A cross-sectional study to examine sources of stress-related and coping behaviors during the first clinical training among nursing students at the Arab American University. The cross-sectional study involved 266 nursing students as convenience sample participants. The Perceived Stress Scale and the Coping Behavior Inventory were used to obtain the data. The descriptive methods of data analysis, that is, frequency and percentage, mean, and standard deviation, were applied. The mean perceived stress, according to the data, was 41.2 (SD = 19.5). Taking care of the patients (M = 11.4 ± 0.85) and teaching and nursing personnel (M = 8.32 ± 5.3) were the primary sources of stress. The average coping strategy was (M = 29.0 ± 15.2). Solving problems was the primary coping strategy (M = 9.5 ± 5.6) [27].

A study to assess the role of mind mapping in the learning models to improve students’ metacognitive skills. 33 students were enrolled in the Science Education Study Program at Universitas Negeri Malang, Malang, Indonesia, and were part of the pre-experimental one-group pre-test-post-test design study, which was conducted during three meetings. The instruments used were a mind map assessment, a rubric, and metacognitive skills essay questions—as many as 15 questions—alongside its assessment rubric. Students were given a pre-test before learning activities, and the same post-test consisted of essays related to metacognitive skills. The results showed (i) there were increasing scores for mind mapping skills on average by each meeting, namely scores of 13.91 (Enough), 15.39 (Enough), and 18.18 (Good); (ii) the results of the paired t-test revealed that t = 9.196, with a significance level of 0.000 < 0.05; and [3] the results of the influence analysis of 0.552 showed mind mapping with metacognitive skills was correlated by moderate criteria [28].

Methodology

This study followed a cluster randomized controlled trial design, aligning with CONSORT guidelines for educational interventions. Cluster random sampling by the lottery method was used for selecting the nursing colleges in Puducherry under the study group, which were RAAK College of Nursing and Sri Manakula Vinayagar College of Nursing, and in the control group, A.G. Padmavathy College of Nursing, East Coast College of Nursing, and Sri Lakshmi Narayana College of Nursing. Five nursing colleges in Puducherry were randomly allocated into intervention (n = 96) and control (n = 96) clusters. The total enumeration sampling method was used in the study, and the questionnaires and the intervention were given to the first-year B.Sc. (Nursing) students in terms of aiding curricular support who fulfilled the inclusion and exclusion criteria. A CONSORT flow diagram (Fig. 1) illustrates participant enrolment, allocation, follow-up, and analysis stages. Ethical approval was obtained from the Institutional Ethics Committee, and informed consent was collected from all participants. Trial registration was deemed not applicable for this educational intervention, but principles of the Declaration of Helsinki were upheld. Before implementation, the INFINITI Mind Mapping Learning model was pilot-tested on a sample of 10 nursing students to assess clarity, feasibility, and usability. Feedback indicated strong acceptance, and minor adjustments were made to improve instructions. The model was previously published in peer-reviewed sources, supporting its educational grounding [22].

Fig. 1.

CONSORT diagram

Inclusion criteria

• Students who were studying the I-Year BSc (Nursing).

• Students with unit test marks of < 50% in the Nursing Foundation subject.

Exclusion criteria

• Students with illness.

• Students who were not willing to participate.

• Students who were not available at the time of data collection.

Sample & sample size

To ensure an adequate sample size (Fig. 1), a power analysis was calculated for a sample of 192 (study group: 96; control group: 96) by alpha = 0.05, beta = 0.10, and applying a design effect of 1.08 with an attrition of 10%.

Data collection tools

The socio-demographic data collection included information on age (in years), gender, residence with family, residential area, part-time employment status, father’s occupation, mother’s occupation, monthly family income (in rupees), medium of study in school, number of siblings, electronic gadget usage for non-educational purposes (hours per day), and hours of sleep per night.

To assess the dependent variable, the study measured the stress and academic performance of participants.

Student nurse stress index (SNSI)

“The SNSI tool, originally developed by Jones & Johnston (1999), was adapted with permission. The scale index showed a reliability coefficient (Cronbach’s alpha) ranging from 0.68 to 0.80 [29, 30]. In the study conducted in Saudi Arabia to assess Sources of Stress Among Undergraduate Nursing Students, a Cronbach’s alpha value of 0.84 was obtained [31].

Though originally designed for Western contexts, cultural relevance for Indian nursing students was ensured through forward-backward translation, expert validation (CVI = 0.89), and pilot testing with 10 students. The Cronbach’s alpha in this study was 0.81, indicating good internal consistency. This scale is to evaluate the level of stress experienced by the student nurse, contains a total of 22 items, uses a five-point Likert scale, and scores each item from one to five. A score of one means the item is not stressful, while a score of five means the item is extremely stressful. The overall total ranges from 22 to 110. Mild Stress (Score 22–36), Moderate Stress (Score 37–73), Severe Stress (Score 74–110) [29].

Academic performance

This was measured by the level of performance in the unit test and university examination in the Nursing Foundation subject by the participants.

Unit test and university marks

Score interpretation

• Low : < 50%.

• Average : 50–75%.

• Good : >75%.

Academic assessments (unit tests and university scores) were validated through expert review by nursing faculty for content relevance and difficulty level, ensuring face and content validity.”

Data collection

Data was collected using a structured tool to gather socio-demographic information. To assess stress, the Student Nurse Stress Index (SNSI) was used. For academic performance, pre-test assessments were conducted using unit test scores in the Nursing Foundation subject on the topic of vital signs: 25 MCQs for 25 marks were conducted for 30 min, with the same questions at the same time for both the study group and the control group. The study group received the intervention, INFINITI Mind Mapping Learning, while the control group followed routine learning methods. “To ensure intervention fidelity, the same faculty member trained and supervised all sessions using a standardized INFINITI Mind Mapping protocol. Attendance was recorded daily, and participants were required to submit completed mind maps for feedback. A fidelity checklist was employed to ensure consistency across sessions.” After the intervention, post-test assessments were conducted for both groups using the same evaluation criteria in addition to university marks. The data collection process was carried out from August 11, 2022, to July 24, 2023.

Intervention

INFINITI Mind Mapping Learning.

The intervention included a structured training module on INFINITI principles, covering Identification, Note-making, Finding Creativity, Interrelationship Linkages, and Thoroughness of Information. Students attended a 30-minute instructor-led session, followed by 15 days of guided practice (30 min daily) on the topic of ‘Vital Signs.’ Appendix A provides sample INFINITI mind maps.

INFINITI Mind Mapping Learning is a technique designed to ease learning and enhance skills. The acronym INFINITI represents.

• I – Identification.

• N – Note Making.

• FIN – Finding Creativity.

• I – Interrelationship Linkages.

• TI – Thoroughness of Information.

I - Identification

• The identification process involves identifying the central idea and related ideas that radiate out from the core idea.

N- note making

• It is done based on the concepts, with a selection of keywords connected using linking words to form propositions.

FIN - FINding creativity

• Personalizing the map with its symbols and design helps to construct visual and meaningful relationships between ideas, which will assist in recall and understanding.

I - Interrelationship linkages

• It is promoted by the use of main branches, sub-branches, and cross-links, showing the interrelationship between different map segments.

TI - Thoroughness of information

• It emphasizes checking the totality of information used and the presence of the entire content; if it is inadequate, it directs to modify the information and creates an association between the ideas [22].

The intervention involved a 30-minute training session on the INFINITI Mind Mapping Learning technique for one day, followed by daily practice of 30 min on the vital signs topics for 15 days to reinforce learning, reduce stress, and improve academic performance.

Data analysis

Data analysis was conducted using SPSS (Statistical Package for the Social Sciences, version 20). Descriptive statistics, including mean, frequency, percentage, and standard deviation, were used to analyze demographic variables and academic performance in both groups. Inferential statistics were applied to assess the effectiveness of the intervention, where the paired T-test and F-value were used to compare means, with a P-value of < 0.001 considered statistically significant. Paired t-tests were used to compare pre-post changes in stress levels due to the normally distributed data. Repeated Measures ANOVA (RMANOVA) was applied for academic performance across three time points to account for within-subject changes over time. A significance threshold of p < 0.001 was used to minimize Type I error due to multiple testing. Additionally, the chi-square test was used to examine associations between the pre-test level of academic performance and selected demographic variables in both groups. The analysis included a total of 192 participants.

Results

A total of 192 nursing students (study and control groups) completed the questionnaire and were included in the analysis.

The distribution of demographic variables of nursing students in the study and control groups is presented in pictorial form (Figs. 2, 3, 4, 5, 6, 7 and 8). Among fathers, the most common occupation in the study group was skilled agricultural and fishery workers (19, 19.8%), while in the control group, it was skilled workers and shop & market sales workers (22, 22.9%). Most mothers were unemployed: 71 (74%) in the study group and 58 (60.4%) in the control group. Regarding monthly family income, a substantial proportion of students reported ≤ 9,226 rupees per month (33, 34.4% in the study group; 40, 41.6% in the control group). Electronic gadget use for non-educational purposes was typically 1 h per day, reported by 36 (37.5%) in the study group and 40 (41.6%) in the control group. Social media use was also most commonly 1 h per day, reported by 43 (44.8%) in both groups. The most common sleep duration was 7 h per night, reported by 32.3% of participants in each group.

Fig. 2.

Distribution of age in years among nursing students in the study and control group

Fig. 3.

Distribution of gender among nursing students in the study and control group

Fig. 4.

Distribution of residence with family among nursing students in study and control group

Fig. 5.

Distribution of residential areas among nursing students in study and control group

Fig. 6.

Distribution of part-time employment of students among nursing students in the study and control group

Fig. 7.

Distribution of medium of study in Schools among nursing students in the study and control group

Fig. 8.

Distribution of the number of siblings among nursing students in study and control group

The study group showed significant improvements: stress reduction of 11.01% (Table 1) and academic performance improvement of 17.75% (Table 2), compared to marginal improvements in the control group. Cohen’s d for stress reduction was 0.57, indicating a moderate effect, while academic performance improvement showed a large effect (d = 1.94).

Table 1.

Mean differences in stress of nursing students before and after intervention. N = 192 (96 + 96)

Stress
Group	Test	Mean	Standard deviation	Standard error	Mean difference	Paired t-test	P-value
Study	Pretest	52.82	19.24	1.96	11.01	4.44	< 0.001 S***
	Post-test	41.81	19.26	1.96
Control	Pretest	53.84	21.13	2.15	0.20	0.06	0.94 NS
	Post-test	53.63	19.42	1.98

P < 0.001, S*** – Statistically significant, P > 0.001, NS – Non-Significant

Table 2.

Mean differences in academic performance of nursing students before and after intervention. N = 192 (96 + 96)

Academic performance
Group	Test	Mean	Standard deviation	Standard error	RMANOVA f-Value	P-value
Study	Pretest	42.95	8.27	0.84	119.29	< 0.001 S***
	Post-test I	48.35	8.67	0.88
	Post-test II	60.70	10.20	1.04
Control	Pretest	42.12	6.98	0.71	69.71	0.003 NS
	Post-test I	45.85	7.92	0.80
	Post-test II	54.36	9.44	0.96

P < 0.001, S*** – Statistically significant, P > 0.001, NS – Non-Significant

Associations between outcomes and demographic variables were also observed. Stress levels were significantly associated with age (𝜒² = 5.10, p = 0.04, as the p < 0.05). Academic performance was significantly associated with residential area (𝜒² = 4.70, p = 0.03, as the p < 0.05) and social media usage per day (𝜒² = 14.67, p = 0.02, as the p < 0.05).

Effectiveness of INFINITI Mind mapping learning on stress and academic performance

Cohen’s d for stress:

• Pre: M = 52.82, SD = 19.24

• Post: M = 41.81, SD = 19.26

• Cohen’s d ≈ (52.82–41.81) / pooled SD ≈ 0.57 → moderate effect

“Cohen’s d for stress reduction was 0.57, indicating a moderate effect

Cohen’s d for academic performance:

For academic performance (Post-test II):

• Pre: M = 42.95, SD = 8.27.

• Post II: M = 60.70, SD = 10.20.

• Cohen’s d ≈ (60.70–42.95) / pooled SD ≈ 1.94 → large effect.

“Cohen’s d for academic performance improvement showed a large effect (d = 1.94).”

Discussion

Nursing education has long presented challenges for educators, administrators, and students, as it demands both academic rigor and quality standards. Developing effective learning strategies is therefore essential to reducing stress and enhancing academic performance [32, 33]. This study evaluated the use of INFINITI Mind Mapping Learning as an educational intervention aimed at strengthening learning skills, reducing stress, and improving academic outcomes.

Demographic profile

Comparison of demographic variables between the study and control groups showed that the majority of students were aged 18 years (81.3% in the study group; 88.6% in the control group). Most were female (70.8% in the study group; 78.1% in the control group), resided with family (86.5% in the study group; 91.7% in the control group), and were not engaged in part-time employment (87.5% in the study group; 89.6% in the control group). The occupational status of parents revealed that most fathers were either skilled agricultural workers or shop/sales workers, while the majority of mothers were unemployed. Most families reported incomes of ≤ 9,226 rupees. Schooling was predominantly in English medium (93.7% in the study group; 90.6% in the control group), which likely facilitated use of the intervention. A single sibling was the most common family pattern, and lifestyle factors such as gadget use, social media use, and sleep patterns were similar in both groups.

Stress outcomes

Among students in the study group, the mean pre-test stress score was 52.82 ± 19.24, which decreased to 41.81 ± 19.26 post-test. The paired t-test value was 4.44 (p < 0.001), indicating very high statistical significance. In contrast, the control group showed no significant change (pre-test: 53.84 ± 21.13; post-test: 53.63 ± 19.42; t = 0.06; p > 0.001). These results confirm that INFINITI Mind Mapping significantly reduced stress among students.

Academic performance outcomes

Academic performance improved markedly in the study group; the pre-test mean score was 42.95 ± 8.27, which improved to 48.35 ± 8.67 at post-test I and 60.70 ± 10.20 at post-test II. The RMANOVA f-value was 119.29 (p < 0.001), indicating very high statistical significance. In the control group, scores improved modestly (pre-test: 42.12 ± 6.98; post-test I: 45.85 ± 7.92; post-test II: 54.36 ± 9.44), with an RMANOVA f-value of 69.71 (p > 0.001), showing non-significance. These findings demonstrate that the INFINITI Mind Mapping approach had a stronger impact on academic performance.

Cohen’s d further highlights the practical impact: a moderate effect size for stress reduction (d = 0.57) and a large effect size for academic performance improvement (d = 1.94). These results suggest that the intervention not only achieved statistical significance but also produced meaningful, real-world improvements in student outcomes.

Sociocultural context and theoretical underpinnings

The study was conducted in Puducherry, where nursing students often face academic pressures, English-language barriers, and varying digital literacy levels. These factors may influence stress and learning behaviours. The success of INFINITI highlights the importance of culturally adaptive teaching strategies. The findings align with cognitive load theory and constructivist perspectives, supporting the idea that structured, visual learning tools can enhance academic performance while reducing cognitive stress.

Associations with demographic variables

Significant associations were observed between stress and age, and between academic performance and both residential area and social media usage. No associations were found with gender, family structure, parental occupation, income, number of siblings, gadget use, or sleep duration (p > 0.05).

Comparison with previous studies

The results align with earlier research. A study conducted at Al-Azhar Faculty of Nursing, Cairo, showed that mind mapping improved critical thinking, cognitive achievement, and knowledge retention among nursing students [34]. Similarly, a quasi-experimental study with medical students using mind mapping in anatomy courses demonstrated significant improvement in critical thinking scores compared to traditional lecture methods [35].

Overall, the results indicate that INFINITI Mind Mapping Learning is an effective, practical, and culturally adaptable strategy that reduces stress and significantly enhances academic performance in nursing students.

When compared with other contemporary teaching–learning strategies, INFINITI demonstrates distinct advantages. While concept mapping also employs visual structures to organize knowledge, it primarily emphasizes hierarchical arrangements, whereas INFINITI fosters creativity, personalization, and multidirectional linkages that promote deeper retention and learner engagement [35]. Simulation-based learning and digital platforms such as virtual reality and e-learning modules have likewise been shown to enhance critical thinking and knowledge application [32, 33]; however, their effectiveness often depends on substantial infrastructure, specialized faculty training, and considerable financial investment, which may limit their feasibility in resource-constrained settings. In contrast, INFINITI is low-cost, scalable, and learner-centered, enabling seamless integration into routine classroom practice with minimal technological dependency [22]. These features highlight its unique value as a flexible and sustainable pedagogical tool that complements and, in certain contexts, surpasses other innovative strategies.

Implications for practice

The researcher has derived the following implications from the study, which are of primary concern in the fields of nursing practice, nursing education, nursing administration, and nursing research. The present study indicates that the level of stress was reduced and academic performance was improved among nursing students. So, continued awareness of INFINITI Mind Mapping Learning among nursing students is necessary to reduce stress and improve academic performance.

INFINITI Mind Mapping Learning is an effective learning strategy for the reduction of stress and improvement of academic performance of nursing students. Nursing administrators should consider the implementation of this INFINITI Mind Mapping Learning in the institution. Conduct comparative studies with alternative approaches to address the stress and academic performance of nursing students to determine the most effective interventions [34, 36].

Limitations

• Blinding of participants and instructors was not feasible, though outcome assessors (those scoring the MCQ tests and collecting SNSI forms) were blinded to group allocation to minimize detection bias.

• Short-term follow-up prevented evaluation of long-term adoption of mind mapping as a study habit and whether benefits persist throughout the nursing program and into clinical practice.

• The intervention was applied only in one subject (Nursing Foundation), restricting generalizability across the broader curriculum.

• Conducted in a single geographic region (Puducherry), reducing external validity in other cultural or educational contexts.

• Reliance on self-reported stress measures (SNSI) introduced potential for reporting bias, including social desirability and recall bias. Future studies should consider objective measures such as cortisol levels or heart rate variability.

• One student absent during the intervention completed the technique independently at home, introducing slight variability in exposure.

• The sample was restricted to first-year BSc nursing students; findings may not extend to other academic levels, disciplines, or professional groups.

Future research should address these limitations by conducting multi-site randomized controlled trials across diverse cultural and educational contexts, extending follow-up to track long-term outcomes, and including multiple subjects across the curriculum [32, 33]. Such studies would provide more robust evidence on the sustainability, scalability, and broader impact of INFINITI Mind Mapping Learning [22].

Conclusion

The findings suggest that INFINITI mind mapping learning can significantly reduce stress and improve academic performance among nursing students. While results are promising, future research should include multiple subjects, longer follow-up, and multi-site trials to confirm sustainability and generalizability.

Supplementary Information

Below is the link to the electronic supplementary material.

Abbreviations

INFINITI

I Identification, Note-taking, FIN Finding Creativity, I Interrelationship linkages, TI: Thoroughness of information

SNSI

Student Nurse Stress Index

MCQ

Multiple Choice Question

CT

Critical Thinking

IEC

Institutional Ethical Committee

Author contributions

Conceptualization: J.K. and R.K.; Methodology: J.K., R.K., and C.S.; Software: J.K. and R.K.; Validation: Formal analysis, J.K., R.K., and C.S.; Investigation: J.K. and R.K.; Resources: Data curation, J.K. and R.K.; Writing—original draft preparation: J.K., R.K., and C.S.; Writing—review and editing: J.K., R.K., C.S., N.A., and M.A.; Visualization: J.K., R.K., C.S., N.A., and M.A.; Supervision: J.K. and R.K.; Project administration: J.K., R.K., and C.S.; Funding acquisition: N.A. All authors have read and agreed to the published version of the manuscript.

Funding

This research work was supported by Princess Nourah bint Abdulrahman University Researchers Supporting project number PNURSP2025R837, Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia.

Data availability

The data that support the findings of this study are available from the corresponding author upon reasonable request.

Declarations

Ethics approval and consent to participate

The study received approval from the Institutional Ethical Committee (IEC) [IEC Approval Code: IGIDSIEC2022NRP70FAJKNUR] at Indira Gandhi Institute of Dental Sciences, Sri Balaji Vidyapeeth, Puducherry. This study was conducted following the principles outlined in the Declaration of Helsinki, ensuring that all ethical considerations were upheld throughout the research process. Informed consent was obtained from the study participants. Additional permissions were obtained from all collaborative institutes involved. Confidentiality and the ethical treatment of participants were strictly maintained throughout the study.

Consent for publication

Not applicable.

Competing interests

The authors declare no competing interests.