The Effect of Applying Mind Mapping Teaching Strategy on Pediatric Nursing Students Performance Regarding Pediatric Basic Life Support

Background: Teaching pediatric nursing students about pediatric basic life support is a complex challenge as they are considered the future life savers. Nursing educators need effective teaching strategy as mind mapping that facilitate the visual organization of complex steps. So, the purpose of the current study was to evaluate the effect of applying mind mapping teaching strategy on pediatric nursing students’ performance regarding pediatric basic life support. Design: A Quasi- experimental design was used. Setting: It was conducted at Technical Institute of Nursing, Menoufia University. Sampling: A purposive sample of 200 pediatric nursing students were included. Three instruments were used for data collection, structured interviewing questionnaire sheet, Mind mapping evaluation questionnaire and an observational checklist for pediatric basic life support. Results of this study showed that there were highly statistical significant improvement in students' levels of procedural knowledge (12.47 ± 3.62 VS 6.94 ± 3.21), levels of theoretical knowledge (13.55 ± 3.01 VS 4.82 ± 1.98) and higher levels of practice related to performing pediatric basic life support on post-test 16.06 ± 3.80 compared to 7.00 ± 3.72 on pre-test. Conclusion: Pediatric nursing students who received clinical education based on mind mapping had higher knowledge score and higher level of practice regarding pediatric basic life support on post-test than pre-test. Recommendation: Integration of mind mapping teaching strategy for nursing students within their field of study enhanced understanding and organizing information in a clear and effective manner.