# Systematic review of mapping-based teaching strategies in pediatric nursing education: effects on learning outcomes among nurses and nursing students

## TL;DR

This review shows that concept mapping and mind mapping improve learning and clinical skills in pediatric nursing education for both students and nurses.

## Contribution

The study systematically evaluates the effectiveness of mapping-based teaching in pediatric nursing education using PRISMA guidelines.

## Key findings

- Concept mapping and mind mapping improved knowledge and clinical performance in pediatric nurses.
- Nursing students showed enhanced critical thinking, self-efficacy, and CPR skills with these strategies.
- Both groups reported higher satisfaction with learning and training outcomes.

## Abstract

Concept mapping and mind mapping are increasingly applied in nursing education to strengthen critical thinking, knowledge integration, and clinical performance. In pediatric nursing, these strategies hold promise for enhancing both professional competence among practicing nurses and academic outcomes for nursing students, ultimately improving the quality of care for children and their families.

This systematic review aimed to evaluate the effectiveness of concept mapping and mind mapping as educational interventions for pediatric nurses and nursing students, with a focus on their impact on learning outcomes and professional practice.

A systematic literature review was conducted in accordance with PRISMA 2020 guidelines. Searches were performed across six major databases, yielding 988 initial records. Following screening and critical appraisal using the Joanna Briggs Institute (JBI) checklists, 12 studies met the eligibility criteria, including 9 studies involving nursing students and 3 involving pediatric nurses. Eligible studies were published between 2010 and 2025, employed experimental or quasi-experimental designs, and assessed outcomes such as knowledge acquisition, clinical performance, critical thinking, and self-efficacy. Data were extracted using a standardized form, and a narrative synthesis was applied due to heterogeneity in interventions and outcomes.

Evidence consistently indicated that concept mapping and mind mapping were effective educational strategies for both pediatric nurses and nursing students. Among pediatric nurses, interventions improved knowledge of congenital heart disease, infection control, and peripherally inserted central catheter (PICC) care, while also enhancing clinical performance and training satisfaction. Among nursing students, the interventions were associated with improved critical thinking, self-efficacy, problem-solving, academic achievement, cardiopulmonary resuscitation (CPR) skill acquisition, and overall satisfaction with learning.

Concept mapping and mind mapping are effective educational methods for strengthening pediatric nursing education and practice. They enhance knowledge, clinical reasoning, self-efficacy, and satisfaction among both pediatric nurses and nursing students. Integration of these strategies into curricula and professional development programs is recommended. Future research should focus on standardized interventions, long-term evaluations, and direct measures of patient-centered outcomes to establish the sustained impact of these strategies on pediatric care.