Abstract
OBJECTIVE: This study aimed to evaluate the effectiveness of a mind mapping-integrated case-based learning (CBL) model using simulated clinical cases in nursing education. METHODS: One hundred nursing undergraduates from a medical college were enrolled between January 2022 and January 2024. According to the teaching approach, students were assigned to either a control group receiving traditional lecture-based teaching or a research group receiving the mind mapping-integrated CBL model using simulated clinical cases (n = 50 per group). The two groups were compared in terms of theoretical examination scores, practical nursing skills scores, clinical thinking ability (including critical, evidence-based, and systematic thinking), learning initiative, and satisfaction with teaching following the intervention. RESULTS: Following the intervention, students in the research group achieved significantly higher theoretical knowledge and practical nursing skill scores compared with those in the control group (z = 7.565 and 7.680, respectively; P < 0.05). In terms of cognitive outcomes, the research group demonstrated superior performance in critical, evidence-based, and systematic thinking relative to the control group (z = 4.149, 4.525, and 4.181, respectively; P < 0.05). In addition, significant improvements were observed in self-directed learning ability, learning motivation, and clinical application of knowledge in the research group (z = 4.651, 5.396, 6.032, respectively; P < 0.05). Overall satisfaction with the teaching method was also significantly higher in the research group than in the control group (χ(2) = 8.274, P < 0.05). CONCLUSION: The mind mapping-integrated CBL model using simulated clinical cases can markedly enhance nursing students' theoretical mastery, clinical operational skills, and reflective thinking ability, while also improving satisfaction with the teaching process.