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The present study aims to discover students’ knowledge to genomic. In addition; examine the effectiveness of mind mapping as a genomic learning tool on students’ knowledge. As well as determine educational activities that improve genomic course as reported by the study participants. Furthermore; evaluate students’ perception to mind mapping and satisfaction toward genomic after using mind mapping learning tool. Finally; the influence of socio-demographic characteristics like gender, age, study year and marital status on students’ knowledge. Design:Quasi-experimental design (pre-posttests, study and control groups design).Setting: The study was conducted at Technical Institute of Nursing, Mansoura University, Egypt. Sample:212 nursing students were divided into two equal groups, study group (mind mapping) and control group (traditional teaching method as lectures) (106 students per each group)randomly selected as a convenience sample. Tools: Structured interviewing questionnaire, Genetics Needs Assessment Survey to assess students’ knowledge, Likert scale to assess students’ perception and satisfaction.Results: The genomic teaching by mind mapping affected positively on students’ knowledge in study group post intervention(p<0.001 the most of them had reported that mind mapping is the best teaching method to improve genetic knowledge. The students in study group had positive perception toward mind mapping as a genomic learning tool as well as high satisfaction. Recommendations: Replicate this study on a larger sample in different faculties of nursing to generalize the findings.Also; nursing genomic should be included in the faculty of nursing curriculum in theoretical and practical aspects for under and postgraduate students with using mind mapping as a learning tool.
Sabah Ramadan Hussein Ahmed (Tue,) studied this question.