EFFECTIVENESS OF MIND MAPPING VS LECTURE METHOD ON LEARNING REGARDING PHYSIOLOGICAL CHANGES DURING PREGNANCY AMONG NURSING STUDENTS IN OJASWINI COLLEGE OF NURSING DAMOH.

Prof Sudharani B Banappagoudar

Abstract


Background of the study:

 The several teaching-learning methods used in education are lecture, demonstration, simulation, micro teaching, field trip, computer oriented instruction, socio drama, programmed instruction, and socialized classroom method. Mind mapping is a newer method of teaching, in which a main idea will be in the center from which sub branches arise. Lecture method is a traditional method of teaching.

Purpose

The purpose of the study was to find out the effective method of teaching to improve the learning ability of nursing students .Physiological changes during pregnancy was the topic selected to assess the learning because it is an important and vast topic in obstetrics and gynaecology.

Aim

The aim of this study was to compare the effectiveness of mind mapping and lecture method on learning regarding physiological changes during pregnancy.

Method:

 A quantitative approach with true experimental pre-test post test design was used for the study. The subjects consisted of 60 nursing students. The subjects were selected using simple random sampling technique . The data was collected by administering a structured questionnaire regarding physiological changes during pregnancy. The researcher gave teaching to Group 1 using mind map and Group 2 using lecture method. A post test was conducted on the seventh day using the same structured questionnaire.

Results:

 The collected data was analyzed using descriptive and inferential statistics. The pre and post test learning scores on mind mapping and lecture method were compared by using paired ‘t’test. In Group-1,mean pre and post test learning scores were 23.75± 2.62 and 31.2± 3.37 respectively ,whereas in Group-2 it was 22.13± 2.33 and 29.73± 3.98 respectively. The calculated paired‘t’ values of group-1 and group-2 were 7.306 and 10.15 respectively (t29=1.70, P< 0.05). It concluded that both mind mapping and lecture method were effective in increasing learning score on physiological changes during pregnancy among nursing students.

Interpretation and conclusion:

The study findings showed that both mind mapping and lecture method were equally effective in improving the learning scores on physiological changes during pregnancy among third year B.Sc nursing students. No significant association was found between the pre-test learning scores and the selected demographic variables.

Keywords


Learning; Nursing students; Physiological changes during pregnancy; Mind map; Lecture method.

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References


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