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

Objective This study aimed to evaluate the effectiveness of a mind mapping-integrated case-based learning (CBL) model using simulated clinical cases in nursing education. Methods 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. Results 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 ( χ 2 = 8.274, P 0.05). Conclusion 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.