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.