LAUSR

OBJECTIVE This research aims to investigate the effects of web-based mind map learning techniques in the nursing process on students' ability to investigate the nursing diagnosis, descriptive characteristics, and the etiological and risk factors. DESIGN In this experimental study, 91 nursing students enrolled in a state university in a city in Turkey in the 2020-2021 academic year were included. METHODS Data were collected using a test for determining the level of knowledge about the nursing diagnosis and the factors affecting the diagnosis, case sample, and care plan. In the teaching of the nursing process, the experimental group students (n = 42) experienced the web-based mind map learning technique, while the control group students (n = 49) experienced the lecture and question-answer teaching methods. FINDINGS The mean scores of the experimental group in terms of reaching the nursing diagnosis, descriptive characteristics, and the etiological and risk factors were significantly higher than the control group (p < 0.05). The findings showed that the experimental group scored significantly higher than the control group in making accurate diagnoses (p < 0.05). CONCLUSIONS The web-based mind map learning technique used in teaching the nursing process favorably affected the students' ability to determine the nursing diagnosis, descriptive characteristics, and etiological and risk factors. The findings suggest that the web-based mind map learning technique should be used in teaching the nursing process. IMPLICATIONS FOR NURSING PRACTICE Active learning in nursing process teaching should be promoted using different teaching techniques. Teaching the nursing process with different teaching techniques has the potential to to increase the knowledge and skills of students and thus improve the quality of nursing care.