Impact of mind mapping on the critical thinking ability of clinical nursing students and teaching application

Abstract

Objective: We analyzed the impact of mind mapping on the critical thinking ability of clinical nursing students and its use as a teaching application. This study provides reference information for clinical teaching. Methods: We selected 64 nursing students using convenience sampling. Participants received basic knowledge training of mind mapping in three sessions during the intervention. Questionnaires on critical thinking ability were designed by the researchers, adopting the Chinese version of the Critical Thinking Disposition Inventory. Data collected using the questionnaires included learning strategy function and clinical skill improvement with mind mapping, as well as students’ degree of adaptability to mind mapping. Participants’ critical thinking ability before and after the intervention was analyzed using a paired t-test. Results: The critical thinking inclination of nursing students was significantly improved after intervention compared with that before the intervention (t = −0.74). The four dimensions of open-mindedness, inquisitiveness, cognitive maturity, and systematicity among nursing students after the intervention were also significantly improved compared with before the intervention. Conclusion: Mind mapping is conducive to improving the critical thinking ability of clinical nursing students.