SynthesisBMC medical education2026
Systematic review of mapping-based teaching strategies in pediatric nursing education: effects on learning outcomes among nurses and nursing students.
Synthesis in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- Preliminary Assessment of the Effect of a Flipped Classroom Combined with Mind Mapping on Learning Outcomes in Ultrasound Use in Animal Husbandry Education: A Comparison with Traditional Lecture-Based Learning Among Third-Year BS Students in China.Animals : an open access journal from MDPI · 2026Article
- The role of cognitive approaches in nursing students' learning experiences: a quasi-experimental study cognitive learning approaches in nursing.BMC nursing · 2026Article
Corrections and comments
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Authors and funding
10 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundConcept mapping and mind mapping are increasingly applied in nursing education to strengthen critical thinking, knowledge integration, and clinical performance. In pediatric nursing, these strategies hold promise for enhancing both professional competence among practicing nurses and academic outcomes for nursing students, ultimately improving the quality of care for children and their families.
objectiveThis systematic review aimed to evaluate the effectiveness of concept mapping and mind mapping as educational interventions for pediatric nurses and nursing students, with a focus on their impact on learning outcomes and professional practice.
methodsA systematic literature review was conducted in accordance with PRISMA 2020 guidelines. Searches were performed across six major databases, yielding 988 initial records. Following screening and critical appraisal using the Joanna Briggs Institute (JBI) checklists, 12 studies met the eligibility criteria, including 9 studies involving nursing students and 3 involving pediatric nurses. Eligible studies were published between 2010 and 2025, employed experimental or quasi-experimental designs, and assessed outcomes such as knowledge acquisition, clinical performance, critical thinking, and self-efficacy. Data were extracted using a standardized form, and a narrative synthesis was applied due to heterogeneity in interventions and outcomes.
resultsEvidence consistently indicated that concept mapping and mind mapping were effective educational strategies for both pediatric nurses and nursing students. Among pediatric nurses, interventions improved knowledge of congenital heart disease, infection control, and peripherally inserted central catheter (PICC) care, while also enhancing clinical performance and training satisfaction. Among nursing students, the interventions were associated with improved critical thinking, self-efficacy, problem-solving, academic achievement, cardiopulmonary resuscitation (CPR) skill acquisition, and overall satisfaction with learning.
conclusionConcept mapping and mind mapping are effective educational methods for strengthening pediatric nursing education and practice. They enhance knowledge, clinical reasoning, self-efficacy, and satisfaction among both pediatric nurses and nursing students. Integration of these strategies into curricula and professional development programs is recommended. Future research should focus on standardized interventions, long-term evaluations, and direct measures of patient-centered outcomes to establish the sustained impact of these strategies on pediatric care.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.