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 leaRNnd their learning outcomes.
Sigma Membership
Non-member
Type
Poster
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Mind Mapping, Learning Strategy, Learning Outcome
Recommended Citation
Lin, Mei-Chun, "Evaluating mind-mapping as a tool to enhance learning amongst college students in nursing" (2016). INRC (Congress). 48.
https://www.sigmarepository.org/inrc/2015/posters_2015/48
Conference Name
26th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
San Juan, Puerto Rico
Conference Year
2015
Rights Holder
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All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Acquisition
Proxy-submission
Evaluating mind-mapping as a tool to enhance learning amongst college students in nursing
San Juan, Puerto Rico
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 leaRNnd their learning outcomes.