Background: The shift to active learning in nursing education emphasizes innovative approaches like mind mapping and flipped classrooms, which enhance students' comprehension, retention, and engagement. Aim: This study enhances maternity nursing students' cognitive achievement, self-directed learning, and satisfaction using mind mapping within flipped classroom strategies compared to conventional blended methods. Design: A quasi-experimental design was used in this study. Setting: The research was conducted at the Faculty of Nursing, affiliated with Menoufia University. Sampling: The sample consisted of 320 students. Tools: Three tools were used to measure outcomes: the self-directed cognitive achievement test, the self-rating scale of self-directed learning, and the student satisfaction and self-confidence in learning scale. Results: Baseline measurements showed no significant variations among the two groups, including cognitive achievement, self-directed getting to know, pride, and self-confidence. The experimental organization demonstrated notably higher rankings in cognitive achievement, practical talents, self-directed learning, and student satisfaction versus the standard blended group following the intervention. Thought mapping helped college students prepare and retain records, even as the flipped school room fostered unbiased knowledge of and sensible software. Conclusion: Mind mapping and flipped classroom strategies improve maternity nursing college students' cognitive achievement, self-directed learning, and satisfaction versus the standard blended group. This collaborative method promotes deeper getting-to-know and better equips students with the skills needed in clinical exercise. Recommendations: Nursing educators adopt mapping and flipped classroom strategies as an effective teaching approach to improve maternity nursing college students' cognitive success, realistic talents, and pride.