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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 < 0.01, p < 0.001, respectively). Meanwhile, the self-perceived competence scores including the motivation, framework and teamwork part, were significantly higher for MBL group than PBL group (two-way ANOVA, p < 0.01, p < 0.001, p < 0.05, respectively).
CONCLUSIONS: Our findings suggest that MBL teaching approach can help in integration of knowledge structure and enhance clinical reasoning. MBL is an effective and well-organized method in prosthodontics course for dental students.

Probing influence by perioperative nursing mediated by 3D printing and mind mapping in gynecological tumor laparoscopy. 90 subjects divided into three groups: A (n=30), B (n=30) and C (n=30). Each group was given a different type of nursing intervention postoperative recovery (postoperative anal gas exhausting time, eating time, hospital stay, leaving bed-time, and drainage tube extraction time) were compared among the three groups. Hamilton Anxiety Scale (HAMA)/Hamilton Depression Scale (HAMD), strategies Used by People to Promote Health (SUPPH), Generic quality-of-life Inventory (GQOLI-74) scores and complication rates were compared among the three groups. The postoperative recovery of group A and B was better than group C, and group A was better than group B (P<0.05). Post-intervening, HAMA/HAMD scorings within groups A/B reduced compared with group C, with group A＞group B (P<0.05). The complication rate of group A and B was lower than that of group C (P<0.05). Perioperative nursing mediated by 3D printing and mind mapping works well.

Ripple Effects Mapping (REM) is a qualitative data analysis approach that combines mind mapping with inductive analysis to condense data obtained from group interviews. One benefit of REM is the ability to identify unintended outcomes, or \"ripples,\" of the intervention of interest. Ripples are visually represented by a mind map created during the REM session. Mind maps connect related concepts, typically with the main concept in the center of the map and supporting ideas radiating from a central node. This project applied REM to undergraduate course evaluation. The purpose of this study was threefold: to use REM to identify undergraduate student-perceived benefits of research projects, to assess whether REM could be used to confirm achievement of course learning objectives, and to compare the themes identified from the mind mapping component of REM to those identified by inductive analysis. Mind maps were generated with Xmind (Xmind Ltd., Hong Kong) during online sessions by two groups of students, those who completed a \"mandatory\" research project (n = 11) and those who chose to participate in an additional \"optional\" research project (n = 9). There was considerable overlap in identified themes between mind mapping and inductive analysis, with skills, relationships, career direction, and unexpected benefits identified by both techniques. Mind mapping identified several additional themes. Findings from both approaches were compared to course learning objectives, and both confirmed that all objectives were met. In situations where time is a limiting factor, mind mapping could be superior to the complete REM approach for course learning objective assessments.NEW & NOTEWORTHY This study used Ripple Effects Mapping (REM) to identify undergraduate student-perceived benefits of research projects, to assess whether REM could confirm achievement of course learning objectives for a research project-based course, and to compare themes identified from the mind mapping component of REM to those identified by inductive analysis. Mind mapping confirmed achievement of course objectives and may be a better choice compared to inductive reasoning when time is limited.

BACKGROUND: Previous studies have shown that reflective learning and mind mapping have many advantages in nursing education, but the relevant researches on the joint application of the two strategies are very limited.
OBJECTIVE: To confirm the efficacy of reflective learning based on visual mind mapping for educational purposes to support the critical thinking, academic self-efficacy, and professional self-concept of nursing students.
METHODS: A quasi-experimental design with pretest and posttest model.
METHODS: A nursing college in Chengdu, Sichuan Province, China.
METHODS: Eighty 2nd year baccalaureate nursing students in two parallel classes were assigned to an intervention group (n = 40) and a control group (n = 40) with one class for each group.
METHODS: This study was carried out from September 15 to November 30, 2021. The Chinese version of Critical Thinking Disposition Inventory (CTDI-CV), the Chinese version of Academic Self-Efficacy Scale (ASE-CV), and the Chinese version of Professional Self-Concept of Nurses Instrument (PSCNI-CV) were used to evaluate the effects of the study intervention on nursing students. Firstly, the pretest data were collected from students in the two groups. Then, the intervention group students made regular reflective entries based on mind mapping and the control group students conducted traditional reflective journal, while attending routine educational and clinical activities, about their experiences of the Fundamentals of Nursing course learning process. After the intervention, both groups completed the three scale tests again, and an open-ended question was set for intervention group to explore the difficulties or challenges encountered by students. Descriptive statistics, Chi-square, Mann-Whitney U test, and content analysis were performed.
RESULTS: There were no significant baseline demographic variables differences between the two groups. The intervention group showed significant improvement in critical thinking (P = 0.000), including truth-seeking, open-mindedness, analyticity, systematization, and inquisitiveness sub-dimensions (P = 0.000-0.014), and professional self-concept (P = 0.015), including flexibility and satisfaction sub-dimensions (P = 0.015-0.039), as compared to the baseline. There was no significant difference in students\' academic self-efficacy level between pretest and posttest of the two groups. Compared to the total level of critical thinking between the intervention and the control group, the difference median values (posttest score-pretest score) were 14.0 and 1.5 respectively; and for professional self-concept, were 4.5 and 0.5 respectively, which were statistically significant at P < 0.05 level (P = 0.001-0.020). According to open-ended question survey, difficulties or challenges faced by the intervention group students were mainly problem of charting mind mapping, unfamiliar with tools, problem of mentors\' guidance, and time-consuming.
CONCLUSIONS: This study found that it is appropriate for students to adopt reflective learning based on visual mind mapping. Although there were no significant differences in the improvement level of students\' academic self-efficacy, students\' critical thinking and professional self-concept were greatly improved by the intervention. This approach may be used as a complementary learning method for baccalaureate nursing education.

Creativity is an important 21st Century skill that enhances students\' ability to see new opportunities, confront new challenges, and adapt flexibly to the changing study, work and life situations. To nurture students with strong self-efficacy in creative thinking is as important as the contexts and strategies involved in its application. But how to develop sustainable interventions (without generating excessive workload for teachers) to promote students\' self-efficacy in creativity is a long-lasting challenge. This study presents a simple and relatively cost-effective instructional intervention, i.e., self-assessment mind maps, and examines its effect on students\' self-efficacy in creativity, self-efficacy in learning English, and academic performance in English language tests. A pretest-posttest non-equivalent design was adopted for the experimental and control groups of students in a Hong Kong primary school in 2021/22 Spring semester. The results show that students from the experimental group significantly outperformed those from the control group on self-efficacy in creativity after the intervention. However, the intervention did not improve students\' self-efficacy and test performance in English learning. The findings demonstrate the potential of self-assessment mind maps as an effective and sustainable instruction intervention to promote students\' higher-order abilities. This study sheds light on designing sustainable instructional strategies for empowerment in creativity.

Improving flood resilience of communities requires a holistic understanding of risks and resilience options as well as the preferences and priorities of different stakeholders. Innovations in risk and resilience assessment have helped communities to identify gaps in their flood risk management strategy but selecting and implementing resilience solutions remains a big challenge for many decision-makers. In addition to traditional appraisals and cost-benefit assessments this also calls for a participatory process in which various stakeholders are encouraged to adopt a system-level approach in identifying interventions that can maximise a range of benefits and co-benefits. In this study, we investigate how a combination of modelling and measurement methods can help decision-makers with their flood resilience strategies. We apply a participatory system thinking approach combining Fuzzy Cognitive Mapping (FCM) with a flood resilience measurement framework called Flood Resilience Measurement for Communities (FRMC). We first investigate stakeholders\' biases on flood resilience interventions, and then lead them through a system thinking exercise using FCM and FRMC to elicit mental models representing important aspects of flood resilience and their interrelation. These are then aggregated, representing the collective perceptions and knowledge of stakeholders, and used to identify the most beneficial resilience actions in terms of direct and indirect impacts on flood resilience. We apply this approach to the case of Lowestoft, a coastal town in England exposed to significant flood risk. Developed in close collaboration with the local authorities, the ambition is to support decision-making on flood resilience interventions. We find that this combination of methods enables system-level thinking and inclusive decision-making about flood resilience which can ultimately encourage transformative decisions on prioritization of actions and investments.

BACKGROUND: In Saudi Arabia, the sudden shift from conventional (in-person) to online education due to the coronavirus disease 2019 (COVID-19) pandemic affected teaching and assessment methods. This research aimed to assess the effectiveness of mind maps in this regard, measure students\' reactions to certain educational environment-related changes caused by the pandemic, and identify skills that students perceived they gained through mind mapping.
METHODS: This study employed a non-intervention (cross sectional) design. Participants were King Abdulaziz University students from two medical physics courses (second and fourth level). Data were collected twice (after the first and last mind mapping assignments), and responses were analyzed using a paired t-test. Overall student results were compared against overall student performance in the previous term using chi-squares test hypothesis testing. The data were collected and analyzed using SPSS software.
RESULTS: The results of the paired t-test showed no significant differences between students\' mean satisfaction in both surveys. Nevertheless, students\' responses revealed their satisfaction with using mind maps. Moreover, students believed that they gained skills like organizing and planning, decision making, and critical thinking from the mind map assignments. The chi-squares test (Chi-square = 4.29 < [Formula: see text]  = 9.48 and p-value = 0.36 > 0.05) showed no differences in students\' grade distribution between the two terms of 2020 (pre- and post-COVID-19 pandemic) despite the change in assessment style post-pandemic commencement.
CONCLUSIONS: Mind mapping can be adapted as an online teaching and assessment method. Additionally, student support and education institution-level effective communication can reduce stress during challenging times.

BACKGROUND: To evaluate the effect of the problem-based learning (PBL) teaching model combined with mind mapping on nursing teaching.
METHODS: The Cochrane Library, PubMed/MEDLINE, EBSCO, OVID, Science Citation Index (SCI), China Knowledge Resource Integrated (CNKI), VIP, WF and other databases were searched for studies published from 2000 to 2021 on the application of the PBL model in nursing teaching. Literature screening and data extraction were conducted by two independent evaluators based on inclusion and exclusion criteria, and heterogeneity was analysed. A meta-analysis was performed using RevMan 5.3 software.
RESULTS: A total of 1907 papers were initially retrieved, and 8 randomized controlled studies were eventually included in the meta-analysis after screening. Theoretical test scores, practical test scores, and students\' self-learning ability in the experimental group were all significantly higher than those in the control group (P < 0.05); however, practical test scores were highly heterogeneous (I2 = 76%).
CONCLUSIONS: The PBL teaching model combined with mind mapping works well for nursing teaching in China. It can improve students\' self-learning ability, which is conducive to Chinese nursing students mastering theoretical knowledge and improving practical abilities, and can be affected by a variety of factors in practical teaching.

BACKGROUND: Breast cancer is the most common malignant tumor affecting women worldwide. Surgery is the main treatment for breast cancer and can obtain a good curative effect. However, it can also entail trauma and stress for patients, leaving them susceptible to negative emotions, poor sleep quality, and various postoperative complications, which can affect the treatment effect and prognosis. Therefore, it is of great significance to explore scientific and effective nursing methods for patients with breast cancer. This study aimed to examine the application effect of whole-process nursing and mind mapping in patients with breast cancer.
METHODS: The present study enrolled 256 patients with breast cancer who were admitted to the hospital from March 2019 to October 2020. The study participants were divided into a control group (routine nursing intervention) and an observation group (nursing intervention including a whole-process escort playing a relative role combined with mind mapping) according to the random number table method, with 128 cases in each group. At admission and before surgery, the psychological status [Hamilton anxiety scale (HAMA) and Hamilton depression scale (HAMD)], physiological stress [cortisol (Cs) and adrenocorticotrophic hormone (ACTH)], fatigue degree (Piper fatigue scale), and sleep quality [Pittsburgh sleep quality index (PSQI)] were compared between the two groups, and the incidence of complications in the two groups was also compared.
RESULTS: The psychological status (HAMA and HAMD) scores, physiological stress levels (Cs and ACTH), fatigue degree (Piper fatigue scale), and sleep quality (PSQI) score were all significantly higher before surgery than at admission in both groups, and were significantly lower in the observation group than in the control group (P<0.05). There were no significant differences in the incidence of complications between the two groups (P>0.05).
CONCLUSIONS: Nursing intervention using a whole-process escort playing a relative role combined with mind mapping can effectively relieve the anxiety and depression felt by patients undergoing breast cancer surgery, and can reduce their physiological stress and fatigue degree, as well as improve their sleep quality.
BACKGROUND: Chinese Clinical Trial Registry ChiCTR2100054024.