Comparative Study of Mind Mapping and Traditional Teaching Strategies on Community Health Nursing Course among Undergraduate Students.

Background: Mind Mapping holds substantial significance for both students and the academic achievements. Mind mapping offers a visual and interactive method of learning, which has the potential to facilitate a deeper understanding and foster critical thinking among students Aim was to compare the mind mapping teaching strategy to the traditional teaching strategy in the community health nursing course among undergraduate students. Design: A comparative descriptive research design was used. Setting: The study was conducted at Faculty of Nursing, Benha University. Subjects: Systematic random sample of 300 students from the fourth level who met the inclusion criteria. Tools: Three tools were used; self-administered structured questionnaires, assessment test for student academic achievement, student opinion questionnaire to assess the student’s opinion. Results: The age of the studied students ranged from 20 to less than 21 years, with a mean age of 21.28 ± 1.18 and 21.22 ± 1.01 years for the two groups, respectively. Regarding students’ opinions, 82.7% reported the effectiveness of the mind map strategy, compared to 70.7% for the traditional teaching strategy. Moreover, students’ level of academic achievement showed a notable good performance by using mind mapping. Conclusion: The mind mapping teaching strategy holds significant advantages over traditional teaching approaches in the context of community health nursing education. Recommendations: Providing regular training workshops for nursing educators on how to design and implement mind maps effectively within lectures to promote visual learning and idea organization.