# Application of mind mapping combined with case-based learning model using simulated clinical cases in nursing education

## TL;DR

This study shows that combining mind mapping with case-based learning using simulated clinical cases improves nursing students' knowledge, skills, and satisfaction.

## Contribution

A novel educational model integrating mind mapping and case-based learning with simulated clinical scenarios in nursing education.

## Key findings

- Students using the mind mapping-integrated CBL model scored higher in theory and practical skills.
- The model improved critical, evidence-based, and systematic thinking in nursing students.
- The method increased learning motivation, self-directed learning, and teaching satisfaction.

## Abstract

This study aimed to evaluate the effectiveness of a mind mapping-integrated case-based learning (CBL) model using simulated clinical cases in nursing education.

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.

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 (χ2 = 8.274, P < 0.05).

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.