Evaluating Mind-Mapping as a Tool to Enhance Learning Amongst College Students in Nursing

2.50
Hdl Handle:
http://hdl.handle.net/10755/602006
Category:
Full-text
Format:
Text-based Document
Type:
Poster
Title:
Evaluating Mind-Mapping as a Tool to Enhance Learning Amongst College Students in Nursing
Author(s):
Lin, Mei-Chun
Lead Author STTI Affiliation:
Non-member
Author Details:
Mei-Chun Lin, PhD, RN, meichun@ctcn.edu.tw
Abstract:
Session presented on Saturday, July 25, 2015: Purpose: Mind-mapping has been shown to be a means by which to visualize learning strategies and develop pro-active learners.' However, the use of mind-mapping as indicated in the nursing education literature is limited.'This study seeks to extend our understanding of mind-mapping as a tool in enhancing learning amongst college students in nursing. Methods: Using a quasi-experiment design, data were collected using semi-structured questionnaires during the intervention and through learning diaries.' 50 participants were recruited using non-random, purposive sampling.' Pre-test assessment focused on the learning strategies of third year high junior college nursing students; the mind-mapping approach was implemented and the post-test assessment concentrated on changes in the students' learning outcomes.' Questionnaire data were analyzed using SPSS version 15.' The learning diaries provided supplementary qualitative data.' Results: The results of the research showed that learning mind mapping can enhance participants' learning skills. Mind Mapping helped students to understand the text of the course and to organize the notes by using keywords. Although the experimental group showed improvement in their overall learning outcomes, there was no significant difference. However, the items of questionnaires as "I will find time to review course content after class" (t=2.24, p<0.05), "I will try to find something which I did not understand from the reading" (t=2.51, p<0.05), "I will figure out the problems or questions after the class " (t=2.84, p<0.05), "When I was studying I tried to understand the text content" (t=3.02, p<0.01) were statistically significant. These results indicate a positive change in students' learning strategies through the application of mind mapping. Conclusion: This study provides support for mind mapping teaching in the classroom, that helped to promote and increase the diversity of teaching, and improved students' motivation to learn and their learning outcomes.
Keywords:
Mind mapping; Learning strategy; Learning outcome
MeSH:
Learning
CINAHL Headings:
Outcomes of Education; Learning Methods
Repository Posting Date:
17-Mar-2016
Date of Publication:
17-Mar-2016 ; 17-Mar-2016
Other Identifiers:
INRC15PST258
Conference Date:
2015
Conference Name:
26th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
San Juan, Puerto Rico
Description:
Research Congress 2015 Theme: Question Locally, Engage Regionally, Apply Globally. Held at the Puerto Rico Convention Center.

Full metadata record

DC FieldValue Language
dc.language.isoenen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePosteren
dc.titleEvaluating Mind-Mapping as a Tool to Enhance Learning Amongst College Students in Nursingen
dc.contributor.authorLin, Mei-Chunen
dc.contributor.departmentNon-memberen
dc.author.detailsMei-Chun Lin, PhD, RN, meichun@ctcn.edu.twen
dc.identifier.urihttp://hdl.handle.net/10755/602006-
dc.description.abstractSession presented on Saturday, July 25, 2015: Purpose: Mind-mapping has been shown to be a means by which to visualize learning strategies and develop pro-active learners.' However, the use of mind-mapping as indicated in the nursing education literature is limited.'This study seeks to extend our understanding of mind-mapping as a tool in enhancing learning amongst college students in nursing. Methods: Using a quasi-experiment design, data were collected using semi-structured questionnaires during the intervention and through learning diaries.' 50 participants were recruited using non-random, purposive sampling.' Pre-test assessment focused on the learning strategies of third year high junior college nursing students; the mind-mapping approach was implemented and the post-test assessment concentrated on changes in the students' learning outcomes.' Questionnaire data were analyzed using SPSS version 15.' The learning diaries provided supplementary qualitative data.' Results: The results of the research showed that learning mind mapping can enhance participants' learning skills. Mind Mapping helped students to understand the text of the course and to organize the notes by using keywords. Although the experimental group showed improvement in their overall learning outcomes, there was no significant difference. However, the items of questionnaires as "I will find time to review course content after class" (t=2.24, p<0.05), "I will try to find something which I did not understand from the reading" (t=2.51, p<0.05), "I will figure out the problems or questions after the class " (t=2.84, p<0.05), "When I was studying I tried to understand the text content" (t=3.02, p<0.01) were statistically significant. These results indicate a positive change in students' learning strategies through the application of mind mapping. Conclusion: This study provides support for mind mapping teaching in the classroom, that helped to promote and increase the diversity of teaching, and improved students' motivation to learn and their learning outcomes.en
dc.subjectMind mappingen
dc.subjectLearning strategyen
dc.subjectLearning outcomeen
dc.subject.meshLearningen
dc.subject.cinahlOutcomes of Educationen
dc.subject.cinahlLearning Methodsen
dc.date.available2016-03-17T13:01:21Zen
dc.date.issued2016-03-17-
dc.date.issued2016-03-17en
dc.date.accessioned2016-03-17T13:01:21Zen
dc.conference.date2015en
dc.conference.name26th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationSan Juan, Puerto Ricoen
dc.descriptionResearch Congress 2015 Theme: Question Locally, Engage Regionally, Apply Globally. Held at the Puerto Rico Convention Center.en
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