Effect of Using Electronic Mind Maps as a Teaching Strategy on Academic vitality, Self-Efficacy, and Achievement among Nursing Students

Abstract

Background: Electronic mind maps are one of the innovative learning approaches that help to improve students , achievement and self-efficacy. Aim: Examine the effect of using electronic mind maps as a teaching strategy on academic vitality, self-efficacy, and achievement among nursing students. Design: A quasi-experimental design with (pretest-posttests, case, and control groups) was utilized to conduct the study. Setting: The current study was conducted at the Faculty of Nursing, Menoufia University, Egypt. Subjects: A convenience sample of 400 new entry students was divided equally into study group and control group. Tools: included (1) Academic vitality questionnaire, (2) Academic Self-Efficacy Scale, (3) Academic achievement questionnaire, and (4) Student Satisfaction Scale. Results: The study revealed that mean scores of academic vitality of electronic mind mapping and conventional groups were 82.85±15.12 & 57.85±18.16 respectively in the post-test. Also, it reported that the mean scores of academic self-efficacy of the electronic mind mapping and conventional groups were175.39±30.97 and 129.76 ±32.21 respectively in the post-test. In addition, the mean scores of academic achievement for the electronic mind mapping and conventional groups are 17.48± 2.76 & 13.98 ± 2.75 respectively in the posttest. In addition, it showed that 86% of the students in the electronic mind-mapping group were satisfied, while only 55% in the conventional group were satisfied. Conclusion: Electronic mind maps are an effective and powerful tool that enhances nursing students , academic vitality, self-efficacy, and achievement Recommendations: Electronic mind maps should be implemented as an acceptable teaching strategy for all courses of nursing students' education.

Comparison lecture and concept map methods on the level of learning and satisfaction in puerperal sepsis education of midwifery students: a quasi-experimental study

“…The findings of the present research showed that the use of concept maps provided high satisfaction of dents from teaching puerperal infection which is in accordance with studies of Freeman et al [32] Zaitseva et al [33], Hanani et al [16]. Elsayed Farid et al showed that 86% of the students in the electronic mind-mapping group were satisfied, while only 55% in the conventional group were satisfied [34].…”