Virtual mind map technique: satisfaction among students

Background: Since inception, online teaching- learning has been confronted by concerns about quality from the established educational system and society at large (Carnaghan & Webb, 2007; Akdemir & Koszalka, 2008). Often, in addressing these concerns students’ perceptions of their course experience becomes a surrogate for learning engagement in the context of satisfaction (Swan, 2001; Arbaugh, 2001; Richardson & Swan, 2003; Bolliger, 2004). Nursing schools and colleges need to change their teaching strategies and incorporate new ways to keep the interest of students and empower them for future self-learning and critical thinking. Mind mapping, an active learning strategy not commonly used in nursing education, facilitates the learning process and promotes the mind’s natural ability to think. Mind mapping is widely accepted in foreign for its effectiveness and student’s satisfaction but has limited published research in nursing. Thus, felt the need to study the level of satisfaction among nursing students about Virtual Mind Map Technique. Objectives: To assess the level of satisfaction among nursing students about the Virtual Mind Map technique in comparison with other methods of teaching. Method: A Pre-experimental research study with one shot case design was conducted in Rufaida College of Nursing, Jamia Hamdard using Purposive sampling technique among 50 Nursing students. Structured Student Satisfaction Survey was used as research tool for conducting the study. A virtual mind map technique-based teaching program was conducted on “Pediatric Assessment”. After the teaching program, student’s satisfaction survey was conducted. Result: Data gathered was analyzed and interpreted using descriptive and inferential statistics. Out of 50 students, 36 (72%) were satisfied and 14 (28%) nursing students were moderately satisfied. Conclusion: The students were satisfied with the mind map technique as a teaching-learning method.