Mind Mapping for Clinical Problem Solving

Using Mind Mapping to Refine a Clinical Problem Abigail McDole, BSN, RN Doctor of Nursing Practice Student School of Nursing, Cedarville University Scholars Symposium April, 2025 Using Mind Mapping to Refine a Clinical Problem Introduction: Mind mapping is a complex process of diagramming cognitive processes into Graphical formats to visualize thought patterns and explain relationships and cognitive reasoning. Evidence supports using mind mapping for educational purposes in undergraduate nursing and clinical settings (Elastrag &Elsabugh, 2020; Ordu & Caliskan, 2023; Yan et al., 2024). Mind mapping can be used to define a clinical problem for a Doctor of Nursing Practice (DNP), scholarly project. The benefits of using mind mapping in planning a DNP scholarly project are creative brainstorming, a comprehensive view of the problem, the ability to prioritize and focus, and improved communication (The University of Adelaide, 2014). Purpose: The purpose of this project was to use the process of mind mapping in collaboration with clinical practice partners and stakeholders to formulate a focused and well-defined clinical problem. This process strengthens relationships with clinical practice partners and stakeholders. Methods: A Doctor of Nursing Practice student collaborated with clinical practice partners and stakeholders to use mind mapping to determine a clinical problem that is important to the clinical setting. Using Lucid diagramming software (Lucid software, 2025) and input from clinical practice partners and stakeholders, the clinical problem was mind-mapped following the input of relevant keywords, concepts, and phrases. Current clinical processes and the best evidence from an ongoing quality and safety improvement project were used. The mind map included current step-by-step clinical processes, institutional policies, interventions, strategies of care, barriers to processes, and solutions. The mind map served as a s tool to explain clinical reasoning and problem-solving to others in educational contexts and as the critical first step in planning a DNP scholarly project. Results: This project's outcome was a collaboration with clinical practice partners and stakeholders to develop a well-defined mind map that accurately identified and refined clinical problems. This mind map will be the basis for the DNP scholarly project. Future Implications: The pivotal step in developing a DNP scholarly project is identifying a clinical problem. Doctor of Nursing Practice students can use mind mapping methodology as a catalyst for collaboration with clinical practice partners and stakeholders to identify and define a clinical practice problem. This methodology could be applied in other disciplines when seeking to characterize and refine a problem relevant to the specific area of concern. References Elasrag, G. A. A., & Elsabagh, N. E. (2020). The effect of mind mapping on critical thinking skills of undergraduate nursing students. Pharmacophore, 11(1), 73-84. ://WOS:000519943900010 Lucid Diagramming Software. (2025). Lucid Software Inc. http://www.lucidsoftware.com Mind Mapping: Writing Centre Learning Guide (2014). The Univesity of Adelaide. https://www.adelaide.edu.au/writingcentre/sites/default/files/docs/learningguide- mindmapping.pdf Ordu, Y., & Caliskan, N. (2023). The impact of a web‐based mind map learning technique on students' nursing knowledge of the nursing process [Journal article]. International journal of nursing knowledge, 34(2), 108‐115. https://doi.org/10.1111/2047-3095.12374 Yan, W. P., Sun, F. J., Xu, M., & Zhang, Q. (2024). A meta-analysis of the impact of the problem-based method of learning combined with mind mapping on nursing instruction. Advances in Clinical and Experimental Medicine,33(6), 553-561. https://doi.org/10.17219/acem/170097