Background: Nursing students need to be equipped for self-directed, lifetime learning. One of these creative learning strategies is mind mapping. Utilizing innovative teaching techniques, like the mind mapping strategy, is essential for promoting learning since they ensure that knowledge is retained so that it may be recalled and stimulate critical thinking.. Aim: To investigate the effectiveness of mind mapping strategy among community undergraduate nursing students. Subjects and method: Design: A quasi-experimental research design pre-post-test and control group was used to achieve the aim of the current study. Setting: the study was carried out in the Faculty of Nursing affiliated with Sohag University. Subjects: The study included 600 newly entry students in the fourth year at the B.Sc. level. Nursing students who were selected through a non-probability convenient sampling technique were divided equally into experimental and control groups each including 300 students from the above-mentioned study setting. Tools: Three tools were used for data collection: Tool (I): A close-ended self-administering questionnaire, administered to both groups pre-and post-intervention to assess part (1) Students' data and part (2) Students' opinions regarding the utilization of the mind mapping strategy. Tool (II): Undergraduate nursing students' perception of mind mapping strategy, Tool (III): Undergraduate nursing students' knowledge about community health nursing, it was also administered to the experimental groups pre/post the intervention. Results: In comparing the two groups, the control group performed better with (p<0.001), the experimental group had a very high perception of the mind-mapping strategy, and their scores were strongly correlated with the intervention (p<0.01). The results showed no statistically significant difference between the pass rates of the control group (44%) and the intervention group (50%) after the intervention. However, after the intervention, the experimental group's pass rate increased to 90% while the control group's was 52% with (p <0.001). Conclusion: As a result of resolving retention and memory problems, the study found that mind mapping is a more effective study technique than other study techniques now in use, helping students learn subjects more successfully. Recommendations: The study suggested that the mind mapping strategy should be implemented as an effective teaching technique for effective and acceptable teaching technique for nursing students' education.