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Background: Sepsis is one of the most challenging and complex clinical states, with persistently high mortality rates. Guidelines recommend the early identification of sepsis patients and immediate initiation of the Hour-1 Bundle treatment to reduce mortality from sepsis. Emergency nurses play a vital role in the early screening of sepsis. Studies indicate that mind mapping and In-Situ Simulation (ISS) training not only aid healthcare professionals in reinforcing theoretical knowledge retention but also enhance skills in coordination, task management, and communication during simulation exercises. This, in turn, promotes the effective implementation of various treatments during resuscitation. The combination of theoretical and practical training methods is more effective than a single training approach. In June 2023, our hospital's emergency department conducted training for emergency nurses on sepsis mind mapping combined with ISS. Objective: To explore the effect of mind mapping combined with ISS training in promoting the emergency nurses' implementation of the Hour-1 Bundle in sepsis patients. Methods: Using mind mapping and ISS training methods, 24 emergency nurses were divided into 6 groups for a 12-week training period. The study compared their pre- and post-training knowledge of sepsis, identification and diagnostic time, Hour-1 Bundle treatment completion rate, and non-technical skill scores. Post-training, the emergency nurses evaluated the effectiveness of the training. Results: The scores for sepsis knowledge among emergency nurses before and after training were 44.17 ± 9.21 and 60.42 ± 5.29, respectively. The identification and diagnostic times (hours) were 0.63 ± 0.18 and 0.49 ± 0.13, respectively. The Hour-1 Bundle treatment completion rates were 58.33% and 85.7%, respectively. There was a significant increase in all non-technical skill scores, with statistical significance (P < 0.05, P < 0.001). After two ISS trainings, the SET-M scores progressively increased, indicating a high satisfaction rate among nurses with the mind mapping and ISS training. Conclusion: The combination of mind mapping and ISS training enables emergency nurses to identify sepsis earlier and promotes the effective implementation of the Hour-1 Bundle treatment in sepsis patients, while also enhancing their cognitive understanding of sepsis and non-technical skills. [ABSTRACT FROM AUTHOR]

As a translation strategy, mind mapping has a positive influence on the development of students' divergent thinking skills. However, research on how mind mapping affects divergent thinking has primarily relied on traditional testing methods, which mainly focus on completed translation tasks. There is still a lack of research using dynamic and procedural experimental methods. An electroencephalogram (EEG) is one of the most effective tools for identifying and analyzing cognitive processing. In this study, we utilized EEG data to explore the effects of mind mapping on divergent thinking skills, with a primary focus on the dynamics of the alpha band power, which is closely related to divergent thinking. The participants were university students learning foreign languages in Dalian, China. One group received foreign language translation teaching integrated with mind mapping training (experimental group), while the other group received regular foreign language translation teaching (control group). The task-related alpha band power of participants engaged in divergent thinking tasks shows that participants in the experimental group exhibited superior divergent thinking skills, as evidenced by greater elevations in alpha band power within the anterior frontal lobe (M = 0.582, SD = 0.301), frontal lobe (M = 0.312, SD= 0.103), frontocentral lobe (M = 0.183, SD = 0.256), and temporal lobe (M = 0.205, SD = 0.176). In addition, they displayed significantly greater alpha band activity in the right cerebral hemisphere (M = 0.418, SD = 0.271), further highlighting the unique neural patterns linked with divergent thinking. The empirical results indicate that mind mapping training is an effective method for enhancing students' divergent thinking skills. [ABSTRACT FROM AUTHOR]

Abstract Background Sepsis is one of the most challenging and complex clinical states, with persistently high mortality rates. Guidelines recommend the early identification of sepsis patients and immediate initiation of the Hour-1 Bundle treatment to reduce mortality from sepsis. Emergency nurses play a vital role in the early screening of sepsis. Studies indicate that mind mapping and In-Situ Simulation (ISS) training not only aid healthcare professionals in reinforcing theoretical knowledge retention but also enhance skills in coordination, task management, and communication during simulation exercises. This, in turn, promotes the effective implementation of various treatments during resuscitation. The combination of theoretical and practical training methods is more effective than a single training approach. In June 2023, our hospital's emergency department conducted training for emergency nurses on sepsis mind mapping combined with ISS. Objective To explore the effect of mind mapping combined with ISS training in promoting the emergency nurses' implementation of the Hour-1 Bundle in sepsis patients. Methods Using mind mapping and ISS training methods, 24 emergency nurses were divided into 6 groups for a 12-week training period. The study compared their pre- and post-training knowledge of sepsis, identification and diagnostic time, Hour-1 Bundle treatment completion rate, and non-technical skill scores. Post-training, the emergency nurses evaluated the effectiveness of the training. Results The scores for sepsis knowledge among emergency nurses before and after training were 44.17 ± 9.21 and 60.42 ± 5.29, respectively. The identification and diagnostic times (hours) were 0.63 ± 0.18 and 0.49 ± 0.13, respectively. The Hour-1 Bundle treatment completion rates were 58.33% and 85.7%, respectively. There was a significant increase in all non-technical skill scores, with statistical significance (P

General practice teaching clinic is an important training method to develop clinical thinking and improve general practice diagnosis and treatment ability of general practice residents. In this paper, we used a patient with fatigue as the main manifestation as a teaching case to introduce the Murtagh safe diagnostic strategy proposed by John Murtagh, a famous Australian general medicine expert, to inspire the diagnosis and differential diagnosis of fatigue for the general practice residents in the general practice teaching clinic: (1) What are the common diseases that cause fatigue? (2) What are the important diseases that should not be ignored? (3) What are the easily missed diseases of fatigue? (4) Are there underlying easily masked diseases? (5) Is there something the patient is not saying? Combined with the history, physical examination and laboratory findings, a preliminary diagnosis of antineutrophil cytoplasmic antibody-associated vasculitis causing rapidly progressive glomerulonephritis is highly probable. The timely referral got nephropathology which confirms the etiology of the fatigue was antineutrophil cytoplasmic antibody-associated glomerulonephritis, and achieved satisfactory outcome. Based on the Murtagh safe diagnostic strategy, the instructor helped the general practice residents to construct a systematic knowledge framework for the identification and analysis of fatigue, so as to improve their clinical logical thinking ability and the ability to solve practical clinical problems. Using the mind mapping as an auxiliary tool, the diagnosis and differential diagnosis of the Murtagh safe diagnostic strategy were concretized and visualized, so as to optimize the teaching effect.

Abstract This study aims to investigate the effectiveness of mind mapping in the standardized training and education of internal medicine resident physicians in nephrology. Sixty trainees undergoing rotations in the Nephrology Department at Chengdu University Affiliated Hospital between January 2021 and December 2023 were randomly assigned to control and observation groups, each comprising 30 trainees. The observation group received mind mapping teaching, while the control group received traditional teaching methods. The clinical thinking training of the two groups was then compared. The observation group outperformed the control group in all aspects of the Mini-CEX assessment, including medical interviews, humanistic care, clinical judgment, communication skills, overall performance, and total score, with statistical significance (P 0.05). Furthermore, the observation group achieved higher scores than the control group in the final theory exam, skill exam results, and satisfaction, with statistically significant differences (P

Abstract Objective This study aimed to explore the effectiveness of combining fetal heart sequential cross-sectional scanning with drawing methods, mind mapping, and case-based learning (CBL) for training in fetal conotruncal anomalies (CA) screening. Method An experimental control method was employed. Doctors participating in continuing fetal ultrasound education were randomly divided into two groups. Both groups received theoretical instruction on fetal heart embryology, development, and abnormal arterial trunk development. Group A received traditional teaching methods for both theory and skills, with the skills course focusing on routine fetal heart scanning. Group B received a mixed teaching approach incorporating pathological mind mapping, CBL teaching, and drawing methods for both theory and skills courses. Group B’s skills training focused on the sequential cross-sectional scanning method. The effectiveness of the training was evaluated by analyzing the classroom learning results and conducting a questionnaire survey of both groups. Result Group B participants achieved significantly higher scores on both theoretical and skills assessments compared to Group A. The diagnostic accuracy of different diseases in group B was significantly higher than that in group A, except for AVSD and APW. The post-class questionnaire revealed that participants in Group B expressed greater satisfaction with the combined teaching approach. They perceived a significant improvement in their independent learning abilities, diagnostic skills for related diseases, clinical skills, and overall competence compared to the traditional teaching group. The post-training correlation analysis did not identify any association between working years and theoretical or technical performance after training. Conclusion This study demonstrates that combining fetal heart sequential cross-sectional scanning with a variety of teaching methods, including drawing methods, mind mapping, and CBL, can enhance understanding of fetal trunk structure scanning and foster the development of clinical reasoning skills, ultimately leading to improved diagnostic accuracy in the identification and differential diagnosis of conotruncal anomalies.

This study aims to improve career planning through group guidance using the mind mapping technique. The research employs a quantitative method with a pre-experimental one-group pretest-posttest design. The study was conducted at Panti Daarul Hasanah Karawang with a sample size of 10 people. The research instrument was a career planning questionnaire using a Likert scale. The intervention was given in 4 sessions. Data were analyzed using the Wilcoxon test and n-gain test to assess effectiveness. Data analysis was performed using the Wilcoxon test and n-gain through SPSS version 25. The results showed that the career planning of the foster children before the intervention was in the very low and low categories. After the intervention, their career planning increased to the medium, high, and very high categories. The Wilcoxon test analysis showed a significance value of 0.005 < 0.05, indicating that the group guidance intervention using mind mapping was effective in improving the career planning of foster children. Furthermore, the n-gain test used to measure the effectiveness of the treatment showed an n-gain value of 98.5%, meaning that this group guidance was highly effective in enhancing the foster children's career planning

Objective: This study aimed to explore the effectiveness of combining fetal heart sequential cross-sectional scanning with drawing methods, mind mapping, and case-based learning (CBL) for training in fetal conotruncal anomalies (CA) screening. Method: An experimental control method was employed. Doctors participating in continuing fetal ultrasound education were randomly divided into two groups. Both groups received theoretical instruction on fetal heart embryology, development, and abnormal arterial trunk development. Group A received traditional teaching methods for both theory and skills, with the skills course focusing on routine fetal heart scanning. Group B received a mixed teaching approach incorporating pathological mind mapping, CBL teaching, and drawing methods for both theory and skills courses. Group B's skills training focused on the sequential cross-sectional scanning method. The effectiveness of the training was evaluated by analyzing the classroom learning results and conducting a questionnaire survey of both groups. Result: Group B participants achieved significantly higher scores on both theoretical and skills assessments compared to Group A. The diagnostic accuracy of different diseases in group B was significantly higher than that in group A, except for AVSD and APW. The post-class questionnaire revealed that participants in Group B expressed greater satisfaction with the combined teaching approach. They perceived a significant improvement in their independent learning abilities, diagnostic skills for related diseases, clinical skills, and overall competence compared to the traditional teaching group. The post-training correlation analysis did not identify any association between working years and theoretical or technical performance after training. Conclusion: This study demonstrates that combining fetal heart sequential cross-sectional scanning with a variety of teaching methods, including drawing methods, mind mapping, and CBL, can enhance understanding of fetal trunk structure scanning and foster the development of clinical reasoning skills, ultimately leading to improved diagnostic accuracy in the identification and differential diagnosis of conotruncal anomalies. [ABSTRACT FROM AUTHOR]

Background: Medical curriculum is vast and retaining information is a challenge. Mind mapping is a tool that can facilitate retention of information by actively involving the learner in the learning process. Aims and Objectives: Current study was conducted to assess the effectiveness of mind mapping as a tool for knowledge retention and revision; and to explore the perceptions of students regarding its utility. Materials and Methods: A concurrent mixed-methods study was conducted in the Microbiology department involving 73 phase-II medical students. Students were divided into two groups by stratified random sampling ensuring equal distribution of slow, moderate, and fast learners. Group-A consisting of 36 students was trained on the usage of mind maps. After a didactic lecture, group-A used mind mapping whereas group-B, consisting of 37 students, used conventional reading for learning and revision. Mean scores of the two groups in MCQ-based test at 1 week and 1 month was compared and statistical significance assessed using independent-sample t-test. Perception of mind mapping among the students was assessed using a questionnaire and Focus Group Discussions and presented in the form of themes. Results: Our study showed significant difference in MCQ scores at 1 week (p < 0.01) showing that mind mapping is a useful tool for knowledge retention. Most of the students perceived mind mapping as a useful tool and opined that it facilitated knowledge retention, saved time during revision, and improved comprehension. Conclusions: Mind mapping aids in retention of knowledge and can be a useful supplementary tool facilitating the students to effectively assimilate the vast medical curriculum. [ABSTRACT FROM AUTHOR]

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The purpose of this study was to investigate the effects of scaffolded English writing instruction using mind mapping tools on English narrative writing proficiency among Chinese middle-school EFL students. Specifically, we examined its effects on four subcomponents of narrative writing compositions: lexical complexity, grammatical complexity, accuracy, and fluency. Non-equivalent group pre-test–post-test design was employed in this study. The participants were 55 eighth-grade students in an English class. The data were collected through two writing tests administered before and after a two-month intervention. The results showed that students' writing demonstrated significant improvements in lexical complexity, grammatical complexity, accuracy, and fluency. These findings suggest that scaffolded writing instruction with mind mapping can effectively enhance multiple dimensions of writing skills in adolescent EFL learners. This study provides insights into the application of using mind mapping to scaffold EFL learners' narrative writing proficiency. [ABSTRACT FROM AUTHOR]

ABSTRACT Background: Atrial fibrillation (AF) patients undergoing radiofrequency ablation require diligent postoperative care for optimal outcomes. This study investigated the impact of combining mind mapping with behavior rating scales on medical compliance behavior in this population. Methods: A total of 108 AF patients post‐radiofrequency ablation were randomly assigned to a control group (n = 54) or an intervention group (n = 54). Both groups received standard education, while the intervention group additionally received education using mind mapping and behavior rating scales. Compliance was assessed using a medical compliance behavior scale at baseline, discharge, and 1‐ to 3‐month follow‐ups. Results: The intervention group demonstrated significantly higher medication compliance rates at discharge (86.9% vs. 65.9%, p = 0.027), 1 month (73.9% vs. 46.8%, p = 0.011), and 3 months (60.9% vs. 36.2%, p = 0.023) compared to the control group. They also scored higher in medical compliance behavior across all dimensions and had improved quality of life scores at 3 months post‐discharge. Conclusions: Integrating mind mapping with behavior rating scales into post‐radiofrequency ablation care significantly enhances medication compliance, medical compliance behavior, and quality of life among AF patients.

Purpose – This study investigates the effectiveness of the SAVI (Somatic, Auditory, Visual, and Intellectual) learning model combined with mind mapping media in enhancing elementary students' interest in science learning. The research addresses common challenges in science education, including limited teaching model variations and students' perceptions of science as a difficult subject. Method – A quasi-experimental design with a quantitative approach was employed. Data was collected through questionnaires and documentation from fourth-grade students at MI Miftahul Huda. Findings – The implementation of the SAVI-mind mapping integration yielded significant positive results. Student responses to the learning model showed 83% positive engagement (strong category) and 43% for negative statements (moderately strong category). Learning interest questionnaires revealed 79% positive responses (strong category) and 55% for negative statements (moderately strong category). Statistical analysis demonstrated a significant influence of the SAVI-mind mapping model on science learning interest, with a sig. value (2-tailed) of 0.000 < 0.05, leading to the acceptance of Ha and rejection of H0. Research Implications – This study provides empirical evidence for the effectiveness of combining kinesthetic, auditory, visual, and intellectual approaches in elementary science education. The findings offer educators a validated teaching model that can be easily implemented in elementary science classrooms. The study provides specific guidelines for integrating SAVI principles with mind mapping techniques, making it invaluable for teachers. This study provides a validated and ready-to-use learning model. They can confidently apply this approach because it is supported by strong empirical evidence. Furthermore, the flexibility of this method allows teachers to make adjustments according to the context and needs of their classrooms.

Objective To explore the effect of application of mind mapping combined with the teaching method of problem-based learning (PBL) in undergraduate teaching of clinical dermatology and venereology. Methods This study included a total of 96 undergraduate students who majored in clinical medicine at Qingdao University, and were interns in the dermatology department of the Affiliated Hospital of Qingdao University. The participants were randomly divided into the experimental group (48 cases, using mind mapping combined with the teaching method of PBL) and the control group (48 cases, using traditional PBL teaching method). After the course, the comprehensive evaluation of teaching effect was carried out through written examination and questionnaire survey. Results The written test scores of experimental group were higher than those of the control group (t=3.10, P

Salah satu strategi efektif untuk mengukur literasi matematika siswa adalah pendekatan mind mapping terhadap pendidikan. Tujuan dari penelitian ini adalah untuk mendiskripsikan modelpada bahan bangunan datar dalam meningkatkan literasi matematika siswa. Metode pendekatan yang digunakan adalah kualitatif deskriptif, penelitian ini mensurvei 21 siswa kelas VI SMP Penda Tawangmangu, dengan tiga sampel dipilih untuk mencerminkan kinerja tinggi, sedang, dan buruk. Strategi yang digunakan wawancara dan soal tes. Prosedur analisis data berupa pengumpulan data, reduksi data, penyajian data dan kesimpulan. Tiga indikator dipenuhi oleh sebanyak empat mahasiswa pada kategori kemampuan literasi matematika tinggi, tiga belas oleh mahasiswa pada kategori kemampuan literasi matematika sedang, meskipun tingkat kelengkapan dan ketepatannya lebih rendah, dan empat oleh mahasiswa pada kategori kemampuan literasi matematika rendah.

Given the importance of learning collocations, this study investigated the effectiveness of three types of mind maps, namely, bubble, double-bubble and multi-flow maps, on the comprehension and production of collocations. The participants were 120 upper-intermediate level male learners of English at Qalam institute in Tehran, who ranged from 15 to 18 years of age. This study used convenience sampling based on availability. A pretest was used to ensure the participants’ unfamiliarity with the selected items. The participants belonged to four classes, each class being assigned to one treatment condition (one control and three experimental groups). All the groups had 12 treatment sessions, and in each session, eight collocations were introduced to the participants. After the treatment, two posttests of comprehension and production were given to all the participants, and the collected data were analyzed using two one-way analysis of variance (ANOVA) procedures. In both comprehension and production tests, the bubble and double-bubble map groups performed significantly better than the control group. Although there was a meaningful difference between the multi-flow map and the control group in the comprehension of collocations, there was no meaningful difference in the production of collocations. These results can have important implications for language teachers, curriculum designers, and educational policy makers.

Objective To explore the effect of case-based leaning (CBL) combined with mind mapping in anesthesia practice teaching using high-fidelity human patient simulation. Methods Totally 20 undergraduate interns of anesthesiology in grade 2018 were randomly divided into control group and observation group, with 10 students in each group. The control group adopted CBL combined with high-fidelity human patient simulation teaching mode, while the observation group adopted CBL combined with mind map in high-fidelity human patient simulation teaching mode. After the teaching, the teaching effects of the two groups were compared by examination, reaction time of complications and questionnaire. Results The theoretical basic scores and case analysis scores in the observation group were higher than those in the control group (92. 14±2. 81 vs. 89. 89±1. 32) and (92. 03 ± 2. 75 vs. 89. 23 ± 1. 42), with statistically significant differences (P

Given the importance of learning collocations, this study investigated the effectiveness of three types of mind maps, namely, bubble, double-bubble and multi-flow maps, on the comprehension and production of collocations. The participants were 120 upper-intermediate level male learners of English at Qalam institute in Tehran, who ranged from 15 to 18 years of age. This study used convenience sampling based on availability. A pretest was used to ensure the participants' unfamiliarity with the selected items. The participants belonged to four classes, each class being assigned to one treatment condition (one control and three experimental groups). All the groups had 12 treatment sessions, and in each session, eight collocations were introduced to the participants. After the treatment, two posttests of comprehension and production were given to all the participants, and the collected data were analyzed using two one-way analysis of variance (ANOVA) procedures. In both comprehension and production tests, the bubble and double-bubble map groups performed significantly better than the control group. Although there was a meaningful difference between the multi-flow map and the control group in the comprehension of collocations, there was no meaningful difference in the production of collocations. These results can have important implications for language teachers, curriculum designers, and educational policy makers. [ABSTRACT FROM AUTHOR]

This study thoroughly scrutinizes the utilization and influence of mind mapping (MM), as a teaching tool in science education, particularly focusing on its application for students with special educational needs (SEN). We investigated how employing MM techniques impacted students' learning abilities through mixed methods, using quasi-experimental design and semi-structured interviews. The findings revealed that the comparison scores before (pretest) and after (posttest) the intervention using Popplet as a MM tool showed improvements for both control and experimental student groups. Additionally, by utilizing thematic analysis to explore students' experiences using MM, two main themes emerged: (1) adaptive learning strategies and (2) between individual and collaborative learning Feedback from students highlighted how MM can enhance memory and presentation skills, although issues related to design features and accessibility may challenges students with SEN. This paper is the first research exploring how mind mapping is accessible for Indonesian inclusive higher education, particularly for students with visual impairments. Physical guidance and verbal instruction were effectively used to explain the mind mapping concept and the spatial representation and relationship for students with visual impairments. This study emphasizes the significance of utilizing tools that cater to diverse learning styles and requirements to promote inclusivity in educational practices. [ABSTRACT FROM AUTHOR]

Computational thinking is regarded as an essential skill for students in the 21st century, and programming is one of the means to cultivate it. This study introduces mind mapping into graphical programming to visualize the cognitive process of computational thinking, aiming to enhance students’ computational thinking skills. After a semester of teaching experiments, independent-sample t-tests and paired-sample t-tests were conducted on the data, revealing significant improvements in both computational thinking skills and self-efficacy among the students in the experimental group. Further analysis of the data showed significant enhancements in their algorithmic thinking and modeling, as well as pattern recognition and evaluation sub-skills, while abstraction and decomposition sub-skills did not show significant improvement. Additionally, the experimental group demonstrated significant improvements to varying degrees in five dimensions of computational thinking self-efficacy: creativity, algorithmic thinking, collaboration skills, critical thinking, and problem-solving abilities.

The problem in this study is that learning is dominated by the lecture method by teachers. The purpose of this research is to analyze the use of the mind mapping model in improving the learning outcomes of Islamic Religious Education in grade V students of SD Pesantren Al-Falah Wuluhan Jember. The use of the mind mapping model is very effective to come up with ideas and notes that students make to form a pattern of thinking with the topic and sub-topic of discussion and its branches. The mind mapping model prepares, first to determine learning objectives, second to compile learning tools using the mind mapping learning model, third to prepare cartons and color tools to make mind mapping, and fourth to make evaluation tools. After that, learning is by what you want to achieve or RPP. The research used is Class Action Research where the implementation of research is carried out in 2 cycles of Action treatment. Each cycle is carried out in the presence of planning and execution. The object of study was 22 students consisting of 10 men and 12 women. The results of the study stated that the treatment cycle began with a procyclical which obtained an average of 42.27 from 22 students. This condition was continued on Action Cycles 1 and 2 with an average gain of 64.55 and 85.77, respectively. From the three cyclical actions, the completeness of learning outcomes in cycle 1 was 36.36%, and in cycle 2 it was 77.27%. From the results of the study, it can be concluded that the use of the mind mapping model can improve student learning outcomes in Islamic Religious Education subjects with the subject matter Lesson 2 Knowing Allah and His Book.

Arabic language learning innovations are developing with various learning media, such as mindmapping. The use of mindmapping-based media can provide learning experiences for students. This research aimed to test the effectiveness of Mind Mapping concept in narrative writing skills for ethnic groups in Indonesia. A mixed research design was used with a quantitative approach to test the effectiveness of learning writing skills using Mind Mapping and a qualitative approach to identify student creativity in developing narrative paragraphs. 35 students who studied writing skills at UIN Imam Bonjol Padang in the Arabic Language Education study program were involved. The results showed that; 1) The effectiveness of Mind Mapping in narrative writing showed an increase in the average learning outcomes for writing skills to 77.91 which showed positive significance; 2) Creativity in writing narratives about Indonesian ethnic groups was identified including the distribution of the meaning of ethnic groups, characteristics of ethnic groups and examples of traditional culture, characterized by varied writing structures with the choice of various grammatical structures such as the arrangement of verbal phrases, adjectives, prepositions, adverbial attributes and nominal phrases. This article confirmed that the use of Mind Mapping for learning writing skills can develop paragraph ideas for writing skills in higher education.

This research was motivated by the low level of students’ understanding of PAI learning material on prophet stories at SD Muhammadiyah 02 Noyontaan. Therefore, this research aims to apply the Mind Mapping learning method and the TPACK integrated PBL approach to optimize students’ understanding in PAI subject material on Prophet’s Stories. The type of research used in this research is classroom action research which consists of three cycles. The target of this research was class III students at SD Muhammadiyah 02 Noyontaan. Based on the research results, the average in the pre-cycle was 74 with a classical completeness percentage of 73.9%, the average student learning outcome in cycle I was 77 with a classical completion percentage of 76.6%, the average student learning outcome in cycle II was 81 with a classical completeness percentage of 85.6% and an average learning outcome for cycle III students of 90 with a classical completeness percentage of 95%. From these data it can be concluded that the Mind Mapping learning method and the TPACK integrated PBL approach are proven to be able to improve learning outcomes for Class III Prophet’s Story material at SD Muhammadiyah 02 Noyontaan.

Abstract This preliminary study examines the efficacy of the Mind Walker Reading Programme in improving word knowledge and, consequently, improving reading comprehension skills for three upper-grade elementary students in a remote setting. The programme is based on the understanding by design (UbD) Model developed by Wiggins and McTighe (The understanding by design guide to creating high-quality units, ASCD, Alexandria, 2011; The understanding by design guide to advanced concepts in creating and reviewing units. ASCD, Alexandra, 2012), emphasizing defined reading comprehension outcomes and appropriate indicators for assessment. To assess the Programme’s impact and the retention of acquired skills, pre- and post-tests were administered, with a delayed post-test conducted over an 11-week period. Analysis of the test results, collected from the city government’s test pool, reveals a significant improvement in reading comprehension accuracy among participants using the UbD Mind Walker reading tool. This study highlights the effectiveness of the UbD Mind Walker programme in enhancing English language proficiency and supporting sustainable learning for elementary school students, particularly in remote areas with limited educational resources.

Information literacy is an ability that accommodates 21st-century skills. The aim of this research is to determine students' literacy skills in essays prepared with the help of mind mapping. This type of research is descriptive quantitative with the population namely students for the 2020/2021 academic year who have contracted the Criticism and Essay courses. This research analyzes student essays with assessment indicators containing aspects of information literacy based on the Association of College and Research Libraries (ACRL) with adjustments. The results showed that 41.17% were not yet competent, 47.05% were quite competent, and 11.78% were competent. Based on the research results, show that students' literacy skills expressed in essay form are still low. This was concluded because students were less proficient in developing a thesis, unable to modify information in their own words, and did not have written sources to support the statement. Apart from that, abilities at the phonological, morphological, and syntactic levels still need strengthening. Mind maps in essay writing can be combined with learning media to improve information literacy skills that can be described in essays.

As a translation strategy, mind mapping has a positive influence on the development of students’ divergent thinking skills. However, research on how mind mapping affects divergent thinking has primarily relied on traditional testing methods, which mainly focus on completed translation tasks. There is still a lack of research using dynamic and procedural experimental methods. An electroencephalogram (EEG) is one of the most effective tools for identifying and analyzing cognitive processing. In this study, we utilized EEG data to explore the effects of mind mapping on divergent thinking skills, with a primary focus on the dynamics of the alpha band power, which is closely related to divergent thinking. The participants were university students learning foreign languages in Dalian, China. One group received foreign language translation teaching integrated with mind mapping training (experimental group), while the other group received regular foreign language translation teaching (control group). The task-related alpha band power of participants engaged in divergent thinking tasks shows that participants in the experimental group exhibited superior divergent thinking skills, as evidenced by greater elevations in alpha band power within the anterior frontal lobe (M = 0.582, SD = 0.301), frontal lobe (M = 0.312, SD= 0.103), frontocentral lobe (M = 0.183, SD = 0.256), and temporal lobe (M = 0.205, SD = 0.176). In addition, they displayed significantly greater alpha band activity in the right cerebral hemisphere (M = 0.418, SD = 0.271), further highlighting the unique neural patterns linked with divergent thinking. The empirical results indicate that mind mapping training is an effective method for enhancing students’ divergent thinking skills.

This preliminary study examines the efficacy of the Mind Walker Reading Programme in improving word knowledge and, consequently, improving reading comprehension skills for three upper-grade elementary students in a remote setting. The programme is based on the understanding by design (UbD) Model developed by Wiggins and McTighe (The understanding by design guide to creating high-quality units, ASCD, Alexandria, 2011; The understanding by design guide to advanced concepts in creating and reviewing units. ASCD, Alexandra, 2012), emphasizing defined reading comprehension outcomes and appropriate indicators for assessment. To assess the Programme's impact and the retention of acquired skills, pre- and post-tests were administered, with a delayed post-test conducted over an 11-week period. Analysis of the test results, collected from the city government's test pool, reveals a significant improvement in reading comprehension accuracy among participants using the UbD Mind Walker reading tool. This study highlights the effectiveness of the UbD Mind Walker programme in enhancing English language proficiency and supporting sustainable learning for elementary school students, particularly in remote areas with limited educational resources. [ABSTRACT FROM AUTHOR]

The objective of this study was to investigate the effect of a video version of a mind mapping health education strategy for patients undergoing radical prostatectomy. We included patients from two surgical wards (referred to as wards 1 and 2). Routine perioperative health education was conducted in surgical ward 1. In surgical ward 2, routine perioperative health education was conducted in 2019, and a new health education strategy was implemented in 2020. A pre-post difference-in-differences design was employed to compare changes in readiness for hospital discharge and the quality of discharge teaching between the target and control groups. A total of 253 subjects were included in this study. Following implementation of the new strategy, the total score of readiness for hospital discharge increased from 155.02 to 167.37 (p = 0.007). The total score of the quality of discharge teaching increased from 145.97 to 156.03 (p < 0.001). In addition, favorable changes were observed for all metrics of readiness for hospital discharge in the target group. The implementation of the new strategy was also associated with an increased total score (18.25; 95% confidence interval (CI): 9.56–26.94; p < 0.001) and delivery (14.85; 95% CI: 8.94–20.76; p < 0.001) of the quality of discharge teaching. Thus, the implementation of our strategy can significantly improve readiness for hospital discharge and the quality of discharge teaching for patients undergoing radical prostatectomy.

The purpose of this study was to investigate the effects of scaffolded English writing instruction using mind mapping tools on English narrative writing proficiency among Chinese middle-school EFL students. Specifically, we examined its effects on four subcomponents of narrative writing compositions: lexical complexity, grammatical complexity, accuracy, and fluency. Non-equivalent group pre-test–post-test design was employed in this study. The participants were 55 eighth-grade students in an English class. The data were collected through two writing tests administered before and after a two-month intervention. The results showed that students’ writing demonstrated significant improvements in lexical complexity, grammatical complexity, accuracy, and fluency. These findings suggest that scaffolded writing instruction with mind mapping can effectively enhance multiple dimensions of writing skills in adolescent EFL learners. This study provides insights into the application of using mind mapping to scaffold EFL learners’ narrative writing proficiency.

The purpose of this study was to find out how the STAD Cooperative Learning and Mind Mapping models helped 8th graders at SMP Negeri 11 Bengkulu City improve their reflective thinking skills. The design in this study used The-Nonequivalent Pretest-Posttest Control Group Design. This research is a quasi-experimental research. The total population in this study were 198 people and were all eighth grade students at SMP Negeri 11 Bengkulu City. The sample of this study consisted of 23 students of class VIII G and 19 students of class VIII H. Each sample class held three meetings during the study. The research data shows that the average value of n-gain in the experimental class is 69.21% which is quite effective, and the total value ranges from 33.23% to 82.61% which is classified as good (A). A value is obtained from learning outcomes using the t-test. (2-tailed) = 0.046 < significant level = 0.05 so that the STAD type cooperative learning model assisted by Mind Mapping is said to be able to improve reflective thinking skills in class VIII students at SMP Negeri 11 Kota Bengkulu

This study explores the impact of mind mapping on the writing of English as a Foreign Language [EFL] among Saudi learners and the bilateral effects of mind mapping and other writing processes. Little research has been devoted to the effect of electronic mind mapping as a mediating tool. Despite the cyclical nature of writing processes, the co-effect of mind mapping—electronic or manual (a pre-writing process)—and other writing processes have barely been examined in second language writing research. The study employed an experimental design with convenience sampling and qualitative data from interviews with the participants. The participants were divided into three groups according to the type of mind mapping used: manual, electronic, and control groups. The electronic and manual mind mapping groups outperformed the control group, and the electronic mind mapping group performed significantly better than the manual group. The findings revealed that both types of mind mapping had a positive impact on overall writing achievement. The participants’ responses to the interview questions clearly reflected that other writing processes changed the initial mind maps. It is hoped that the positive findings on the effects of mind mapping reported in this study will encourage EFL teachers to implement innovative min mapping techniques in order to raise EFL learners’ writing standards.

This study aimed to describe the feasibility of teaching modules with mind mapping strategies to improve creative thinking skills in chemical bonding material. The research method used was the 4-D model (define, design, develop and disseminate) which is limited to the development stage. The trial was conducted on 34 students of class XII IPA 4 at one of state senior high school in Surabaya. The teaching module was said to be feasible in terms of validity, practicality and effectiveness. The results showed the feasibility of teaching modules in terms of content validity getting mode 5 on very good category and construct validity getting mode 4 on good category so that overall the teaching module gets mode ≥4 and is declared valid. The practicality of teaching modules in terms of learning implementation gets a percentage of 93.63%, student activities get a percentage of 97.35% and student responses with a percentage of 92.12% with very practical criteria. The effectiveness of the teaching modules is seen from the improvement of students' creative thinking skills through pretest and posttest mind mapping as well as questions on the description of creative thinking skills on chemical bonding material with an N-Gain value obtained respectively of 0.73 and 0.72 in the high category. Based on the results of validity, practicality and effectiveness can be concluded that teaching modules with mind mapping strategies are appropriate to be used in learning to improve creative thinking skills in chemical bonding material.

The purpose of the service is to socialize the use of the mind-mapping learning model in social studies learning content. Method of implementation with lectures and discussions. Stages of implementation: preparation, implementation, and evaluation. Equipment: laptop, LCD projector, and consumption. Participants: school principals and teachers. Implementation results: the implementation of the socialization was successful through the provision of material on the use of mind mapping models and procedures for using mind mapping models. Implementation of socialization can provide a choice of solutions to solve problems in learning activities by applying the mind-mapping learning model. Socialization activities can facilitate increasing understanding of the use of learning models by educators of the Technical Implementation Unit of the Gili Anyar Bangkalan Public Elementary School Service.

Abstract Background The traditional Chinese dentistry classroom teaching model focuses on the instruction of knowledge details, but less on the frameworks and learners’ motivation. Here, we introduced a combination of mind mapping and PBL instruction (MBL)into the prosthodontics course for Chinese dental students. This study aimed to evaluate the effectiveness and efficiency of MBL in prosthodontics and make observations from the students’ perspectives, based on their response with the learning process. Methods We prospectively enrolled 56 fourth-year undergraduates of stomatology, and these participants were randomly allocated into either the combined mind map teaching group (MBL) or the problem-based learning group (PBL) to attend the prosthodontics course. An anonymous questionnaire was also administered to both groups to evaluate the students’ perceptions and experiences, using closed and open-ended items. Data were analyzed using descriptive statistics and thematic analysis. Results The students’ responses to closed items indicate their experience in PBL and MBL to be positive, including increased motivation, improved memory of knowledge, enhanced discipline connection and raised teamwork, with fairly higher ratings for the MBL group. However, the tutor-guided competence scores including the memory and framework part, were significantly higher for MBL group than PBL group (two-way ANOVA, p

Limitations on more than one aspect, cause multiple disability visual impairment (MDVI) students to experience obstacles in carrying out daily activities related to self-care skills. Students need adaptive behavioral learning to provide them with self-reliance. However, teaching materials for adaptive behavior learning are limited. Teachers need teaching materials that can accommodate the learning process of adaptive behavior for students with MDVI. This study aims to develop mind-mapping-based teaching materials for adaptive behavior. Research and development refer to the steps of the ADDIE model. The results of the study explain that the teaching materials are feasible based on assessments from material experts, media experts, and practitioners so that they can be used in the learning process. The teaching materials developed can be the solution for teachers in the process of teaching adaptive behavior for students with MDVI to be skilled in carrying out daily activities.

This study explores the impact of mind mapping on the writing of English as a Foreign Language [EFL] among Saudi learners and the bilateral effects of mind mapping and other writing processes. Little research has been devoted to the effect of electronic mind mapping as a mediating tool. Despite the cyclical nature of writing processes, the co-effect of mind mapping--electronic or manual (a pre-writing process)--and other writing processes have barely been examined in second language writing research. The study employed an experimental design with convenience sampling and qualitative data from interviews with the participants. The participants were divided into three groups according to the type of mind mapping used: manual, electronic, and control groups. The electronic and manual mind mapping groups outperformed the control group, and the electronic mind mapping group performed significantly better than the manual group. The findings revealed that both types of mind mapping had a positive impact on overall writing achievement. The participants' responses to the interview questions clearly reflected that other writing processes changed the initial mind maps. It is hoped that the positive findings on the effects of mind mapping reported in this study will encourage EFL teachers to implement innovative min mapping techniques in order to raise EFL learners' writing standards. [ABSTRACT FROM AUTHOR]

Mind mapping is a powerful tool for teaching English as a foreign language, particularly in the context of learning and mastering English as a second language (L2). Visualizing the content contributes to a more effective memorization and error-free reproduction, even after some time. In the Ukrainian pedagogy, the didactic potential of "cognitive graphics" and specific means of its implementation calls for deeper studies and systemic representation as the concept itself is a multi-disciplinary phenomenon on the intersection of neuro-/psycholinguistics, psychology, theory of language communication, cognitivism, and web-design. That is why the aim of this work is to ascertain the essence of mind mapping as powerful means of teaching and learning English, to show its relations with ICT in designing an effective set of academic tasks and stimulating the student's digital competence. The innovative character benefits the perception, and thus, the interiorization of the course content, increases the academic performance of students and their confidence in their abilities providing internal motivation for further work. As a result, the student's selfassessment receives additional clarity, communication in L2 gets extra motivation, critical analysis skills and soft skills develop better creating a sturdy foundation set of skills for a highly professional graduate from a Ukrainian university. [ABSTRACT FROM AUTHOR]

[Background] Discovery learning is a model that guides students to actively learn in finding concepts or knowledge through an inquiry process based on the data or information obtained from experiments or observations. [Objective] The present study examined the implementation of a modification of discovery learning using mind mapping in promoting students’ mathematical curiosity and creativity. [Method] A Classroom Action Research (CAR) design was employed in this study. The participants were 250 students in Middle Indonesian who registered in the academic year of 2020/2021. [Results] The descriptive analysis showed that the students achieved an average score of 44.04 with a standard deviation of 18.716 in pre-CAR, 52.48 with a standard deviation of 22.978 after cycle I, and 76.72 with a standard deviation of 17.097 after cycle II. Based on the students’ mathematical creative thinking scores, 2 (8%) students could perform creative thinking in pre-CAR, 6 (24%) students after cycle I, and 22 (88%) students after cycle II. These figures indicated that the students classically achieved the ability to think creatively in mathematics after cycle II. [Conclusion] It was concluded that the implementation of modified discovery learning and mind mapping could promote students’ mathematical creative thinking ability. The interview results also suggest that the learning model could increase mathematical curiosity of both the low and high achievers.

Implementation of thematic learning is carried out using conventional learning models which cause students to still have difficulty understanding lessons. To improve understanding and student learning outcomes, appropriate models and strategies are needed. The purpose of this research is to find out how the thematic learning outcomes of students apply the cooperative learning model with mind mapping. This study used an experimental method in the form of a quasi-experimental design. Sampling using purposive sampling technique was used to select 31 students from class III A as the experimental class, and 30 students from class III B as the control class. Using measurement techniques for data collection. The instrument used is in the form of multiplechoice questions of 50 questions. By using Microsoft Excel in testing the hypothesis, the tcount is 3.6422 and the ttable for the significance level (5% and dk 31+30-2+59) is 2.000. If tcount > ttable, then Ha is accepted which indicates that the cooperative learning model with mind mapping has an effect on the thematic learning outcomes of class III students at SD Negeri 39 Pontianak Kota.

Tujuan penelitian ini untuk mengetahui peningkatan hasil belajar IPA siswa kelas VI SD Negeri Totogan melalui penerapan metode Mind Mapping. Jenis penelitian ini adalah penelitian tindakan kelas dengan subjek penelitian siswa kelas VI SD Negeri Totogan yang berjumlah 24 siswa. Metode pengumpulan data yang digunakan alat ukur tes prestasi belajar fisika pada materi alat optik, dokumentasi, observasi dan wawancara. Penelitian ini menggunakan metode rancangan pretest-posttest design. Teknik analisis yang digunakan dalam penelitian ini adalah uji-t yaitu paired sample t-test dan independent sample t-test. Paired sample t-test digunakan untuk menguji perbedaan rata-rata (mean) antara hasil pre test dan post test pada masing-masing kelompok (kelompok eksperimen dan kelompok kontrol). Data hasil penelitian dianalisis secara deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa pembelajaran melalui penerapan metode Mind Mapping dapat meningkatkan hasil belajar IPA pada siswa kelas VI SD Negeri Totogan. Peningkatan tersebut dapat dilaksanakan melalui modifikasi tindakan berupa; penyampaian materi dengan metode MindMapping yang dimodifikasi, tanya jawab materi dengan melibatkan siswa secaraakif, membuat dan mengkreasikan bentuk Mind Mapping dengan didampingi guru dan peneliti, mempresentasikan hasil Mind Mapping siswa dengan cara memilihnya secara acak, serta melakukan refleksi pembelajaran dengan melibatkan siswa pada akhir pembelajaran. Berdasarkan hasil tes, data hasil belajar menunjukkan bahwa nilai rata-rata pada pratindakan 61,67 dengan ketuntasan belajar 16,7%, meningkat pada siklus I menjadi 66,82 dengan ketuntasan belajar 50%, dan meningkat kembali pada siklus II dengan nilai rata-rata 83,19 dengan ketuntasan belajar 79,2%. Dengan demikian metode Mind Mapping dapat meningkatkan hasil belajar siswa kelas VI SD Negeri Totogan. Kata kunci: Hasil Belajar, IPA, Mind Mapping

Abstract:We can say that the roots of a creative society are in education. Among undergraduate students are “potential philosophers, artists, writers, entrepreneurs, craftsmen and women, people who will create, who will constitute, who will continue our culturally rich and unique traditions”. There is a need to recognize and value the learning methods in a creative and innovative way, raising the visibility of skills acquired outside the formal system and fostering complementarity between active and traditional learning. Researchers have argued that creative potential can be realized, as one of the educational goals in the universities remains a key question. The answer must be reform in our educational methods. So the argument, therefore, is not about changing young people education methods, instead the emphasis is on their potential contribution to improvements in social and economic conditions.This stud was part of the activities that contributed to the achievement of the UN women Strategic Objective: Eliminating Violence Against Women (EVAW) which relied on four principal concepts: survivor-centered, rights-based, systems-based, and community-based/participatory approaches. Showing first, how to use these strategies to develop creativity in teenage students (between 17-25); second, the importance of developing teaching methods and environments that can bring out the best in students, and third, showing the effect of mind mapping in creative campaigns ideas.

Introduction: Mind mapping is a visual mapping technique used in a few disciplines of medical education to represent ideas linked to and arranged around a central core idea or topic through different subtopics/categories. We aimed to utilize this technique to teach the undergraduate medical students the morphology of skin lesions and assess its effectiveness.Methods: This pre- and post-test quasi-experimental study was done among 144 undergraduate medical students. A total of 144 students were selected, and odd and even roll numbers were categorized into two groups using simple random sampling. Group 1 (intervention group) students were taught using mind mapping technique and Group 2 (control group) with traditional lecturebased teaching. A Computer-Assisted pre-test and post-test were carried out. A feedback questionnaire was administered to the intervention group to explore the students’ perceptions regardingmind mapping as a learning tool. The data were analysed using SPSS software (version 16), and the difference in the mean preand post-test scores was found using independent sampled-t-test.Results: Pre and post-test score distribution was 5.04±1.27 and 11.44±2.52 (P≤0.001), respectively, in the intervention group. In the control group, the pre and post-test score distributions were 4.83±1.39 and 8.04±1.63, respectively. The mean rank of the mind mapping group was higher (76.43) than the lecture group (67.5). Among the students, 97.2% agreed on the fact that mind mapping enhanced their interest in learning, and 91.7% of the students were satisfied with mind mapping as the learning method.Conclusion: To kindle the interest and develop critical thinking skills in students, faculty members should continue to explore and evaluate the efficacy of various learning and teaching strategies. Mind mapping could be a novel and integral part of conventional teaching techniques in medical education as evidenced by our student’s performances.

Abstract Thinking skills are necessary to face complex and dynamic challenges in daily life. This study aims to identify the improvement of creative thinking skills through divergent thinking and mind-mapping techniques. The research method used is quasi-experimental with a pre-test and post-test control group design. The research sample consisted of 60 eighth-grade students in Bandung. The results of the study show that there is a significant difference in creative thinking skills between the experimental group, who were given divergent thinking and mind mapping techniques, and the control group, who were only given conventional learning. The t-test results show that the average score of the experimental group significantly increased from the pre-test, with an average of 80.01. In addition, the effect size test results show an influence of 0.912. This suggests that divergent thinking and mind-mapping techniques can be effective strategies to improve the creative thinking skills of students, and educators should consider using these techniques in the learning process to enhance students' creative thinking abilities. ------------ Abstrak Kemampuan berpikir diperlukan menghadapi tantangan yang kompleks dan dinamis dalam kehidupan sehari-hari. Penelitian ini bertujuan untuk mengidentifikasi peningkatan kemampuan berpikir kreatif melalui teknik divergent thinking dan mind mapping. Metode penelitian yang digunakan adalah quasi-experimental dengan desain pre-test dan post-test control group. Sampel penelitian terdiri dari 60 orang peserta didik kelas VIII SMP di Kota Bandung. Hasil penelitian mengungkap bahwa terdapat perbedaan signifikan antara kualitas keterampilan berpikir kreatif pada kelompok eksperimen yang diberikan teknik divergent thinking dan mind mapping dengan kelompok kontrol yang hanya diberikan pembelajaran konvensional. Hasil uji t-test menunjukkan bahwa nilai rata-rata pada kelompok eksperimen meningkat secara signifikan dari pre-test dengan rata rata 80,01. Selain itu, hasil uji menggunakan effect size terdapat pengaruh sebesar 0,912. Hal tersebut menunjukkan bahwa teknik divergent thinking dan mind mapping dapat menjadi strategi yang efektif untuk meningkatkan kemampuan berpikir kreatif pada peserta didik yang berimplikasi adalah bahwa pendidik harus mempertimbangkan penggunaan teknik-teknik tersebut pada proses pembelajaran untuk meningkatkan keterampilan berpikir kreatif peserta didik.

Objective To investigate the effect of mind mapping combined with video-based scene-simulation on self-management ability and coping style of patients with autogenous arteriovenous fistula. Methods Totally 70 patients with autogenous arteriovenous fistula were divided into the control group (n=35)and observation group(n=35) by using random lottery method. The control group received conventional health education, and the mind mapping combined with video-based scene simulation was adopted in the health education for patients in the observation group. The knowledge level, self-management and coping capacity of patients were measured. Results The awareness rate of autogenous arteriovenous fistula-related knowledge in the observation group was higher than that in the control group (P＜0. 05). The total score of self-management scale and scores in each dimension (diagnosis, management and prevention) in the observation group were higher than those in the control group (P＜0. 01). Patients in the observation group achieved higher score of facing factor and lower score of avoiding and yielding factors compared with those in the control group (P＜0. 01). Conclusion Heath education with mind mapping and video-based scene-simulation is effective to improve the self-management ability and coping style of patients with autogenous arteriovenous fistula. (目的 探讨思维导图联合情景模拟视频对自体动静脉内瘘患者自我管理及应对方式的影响。方法 选取2019年12月—2020年12月医院透析中心使用自体动静脉内瘘患者70例为研究对象, 采用抽签法将患者分为对照组及观察组, 各35例。对照组采用传统健康教育, 观察组采用思维导图联合情景模拟视频健康教育方法。评价两组患者动静脉内瘘相关知识掌握、自我管理水平及应对方式。结果 观察组患者自体动静脉内瘘相关知识知晓率高于对照组, 差异有统计学意义(P＜0. 05)。观察组自我管理量表总分及症状的识别、症状的管理和症状的预防维度评分均高于对照组, 差异有统计学意义(P＜0. 01)。观察组患者医学应对方式问卷(MCMQ)面对维度评分高于对照组, 回避和屈服维度评分均低于对照组, 差异有统计学意义(P＜0. 01)。结论 将思维导图联合情景模拟视频应用于自体动静脉内瘘患者健康教育中, 能提高患者自我管理水平, 帮助其树立积极应对方式。)

This study aims to determine the influence of the application of the Mind Mapping learning model on students' mathematical problem-solving ability and students' attitudes towards the Mind Mapping learning model. The research sample consisted of 30 students from the experimental class and 30 students from the control class who came from the population of SMPN 1 Pandeglang. The research method used is a type of experiment. Using the Independent Sample t-test assuming both homogeneous variances (equal variance assumed) with a significance level of 0.05 at the time of the initial test, a significance value on significance (2-tailed) was 0.432 > 0.05 that between the experimental and control classes no significant differences were found. In the final test it was obtained that the significance (2-tailed) was 0.003 > 0.05 thus receiving H1 that the mathematical problem-solving ability of students who used the Mind Mapping learning model was better than students who got the conventional learning model. Continued the results of processing attitude data using the One Sample T-Test with a significance level of 0.05 and tested by one party, namely the right party test, it was obtained that the p-valued value = 0.00 < α = 0.05, then H0: μ0 = 3.00 was rejected and Ha: μ0 > 3.00 was accepted, so it can be concluded that students are positive towards the use of the Mind Mapping learning model in mathematics learning is more than 3. (1) students' mathematical problem-solving skills using the Mind Mapping learning model are better than conventional learning. (2) students are positive about learning mathematics by using the Mind Mapping learning model.

To evaluate the mind mapping-based health education in perioperative nursing of glioma patients undergoing awake surgery. Methods Totally 60 glioma patients undergoing awake surgery were randomly divided into the intervention group and control group, with 30 cases in each group. The control group received routine perioperative nursing and health education, and the intervention group was given mapping-based health education in addition to routine nursing. The patient satisfaction, readiness for hospital discharge and anxiety state were measured and compared between two groups. Results Score of Hamilton Anxiety Scale(HAMA) in the intervention group was lower than that in the control group (P＜0. 05). Score of Readiness for Hospital Discharge Scale(RHDS) in the intervention group was higher than that in the control group (P＜0. 05). The score of patient satisfaction assessment in the intervention group was higher than that in the control group (P＜0. 05). Conclusion The mind mapping-based health education is potentially effective to improve the patient satisfaction and preparedness for discharge, and relieve the anxiety of glioma patients undergoing awake surgery. (目的 探讨基于思维导图的宣教模式在脑胶质瘤患者唤醒手术围手术期中的应用效果。方法 选取首都医科大学附属北京天坛医院2021年3月—12月收治的拟行术中唤醒的脑胶质瘤患者作为研究对象, 随机分为对照组(n=30)和干预组(n=30)。对照组接受常规围手术期护理和健康教育, 干预组在对照组的基础上接受思维导图的健康宣教模式。对比两组患者满意度、出院准备度和焦虑情绪。结果 干预组患者HAMA量表评分低于对照组, 差异有统计学意义(P＜0. 05); 干预组RHDS量表总分高于对照组, 差异有统计学意义(P＜0. 05); 干预组满意度评分高于对照组, 差异有统计学意义(P＜0. 05)。结论 基于思维导图的健康宣教模式能有效提高脑胶质瘤患者满意度和出院准备度, 缓解患者焦虑情绪。)

Objective To produce a mind mapping for parents' education in the pediatric digestive disease clinic, and investigate its application value. Methods A total of 37 pediatric patients and their parents who attended to hospital between January and March 2021 were selected as the control group, another 45 pediatric patients and their parents who attended to hospital between April and June 2021 were recruited as the observation group. The control group received routine care and health education, and a mind mapping method was adopted for parents' education in the observation group. Parent’s awareness of disease knowledge and satisfaction with nursing service were measures. Results The score of assessment on awareness of disease knowledge in the observation was higher than that in the control group (P＜0. 01). The score of nursing satisfaction scale in the observation was higher than that in the control group(P＜0. 01). Conclusion Application of mind mapping in health education is potentially effective to improve parents' knowledge level. (目的 制作小儿消化专病门诊家长健康教育的思维导图并应用, 探讨应用效果。方法 选取2021年1月—3月在小儿消化专病门诊就诊的37例患儿及其家长为对照组, 采用常规健康教育; 选取2021年4月—6月就诊的45例患儿及家长为观察组, 实施思维导图式的健康教育。评估家长对疾病相关知识掌握程度及护理满意度。结果 观察组患儿家长对疾病相关知识掌握程度评分高于对照组(P＜0. 01), 护理满意度评分高于对照组(P＜0. 01)。结论 将思维导图应用于小儿消化专病门诊健康教育中, 能有效提高患儿家长对疾病相关知识掌握程度。)

This paper summarized the common types of nursing for patients with multiple myeloma with ostalgia, including care bundles, extended care, Traditional Chinese Medicine emotional care, mind-mapping based care, PRECEDE-PROCEED mode-based nursing. Application prospect, advantages and disadvantages of different type of nursing interventions were analyzed for providing basis of further research on nursing of multiple myeloma with ostalgia. (本研究总结多发性骨髓瘤骨痛患者临床常见护理模式, 包括集束化护理模式、延续性护理模式、中医情志护理模式、思维导图护理模式、格林护理模式, 并分析应用前景, 探讨利弊, 旨在为多发性骨髓瘤骨痛护理模式的深入研究及制定提供参考及借鉴。)