Background: Breastfeeding duration has declined in the Kingdom of Saudi Arabia (KSA) in recent decades, although accurate national data about different breastfeeding indicators by infant age are lacking. This qualitative study, the first in KSA, aimed to understand the factors affecting mothers’ decisions and experiences regarding any breastfeeding practices. Methods: A qualitative phenomenological approach was used to investigate mothers’ experiences of breastfeeding. Non-probability convenience sampling and snowballing strategies were designed to recruit participants. Semi-structured interviews were conducted with 16 mothers, from two hospitals and three primary health clinics in Al-Madinah city, from December 2017 to March 2018. Interpretative phenomenological analysis was the analysis framework. Results: Three themes were identified: 1) ‘Up against the system’: policies, staff and systems were the main barriers to exclusive breastfeeding; 2) ‘Social support and negativity’: family support in the first 40 postpartum days protected breastfeeding continuation and was highly appreciated, but negative comments limited breastfeeding practices thereafter; and 3) ‘Managing tensions’: mothers’ religious beliefs about breastfeeding boosted their decisions; however, the challenge of managing tensions influenced mothers to stop breastfeeding earlier than they wished. The study revealed that mothers had no doubts about wanting to breastfeed their babies; but continuation was adversely affected by unhelpful hospital policies and staff actions, the lack of ongoing social support, and by others people’s negativity, rather than by the mothers’ own views. Stopping breastfeeding earlier than planned was a complex decision for most mothers. However, mothers said that they intended to breastfeed their next baby successfully. Conclusions: Healthcare professionals (maternity staff, paediatricians and pharmacists) need education and training to support exclusive breastfeeding effectively. Increasing the number of hospitals with Baby Friendly Hospital Initiative accreditation, which includes staff practice changes, is needed to protect and support exclusive breastfeeding. Ongoing professional and peer support, and improving conditions at workplaces and universities, are needed to help mothers to continue breastfeeding successfully. Effective, coordinated national policies can support mothers’ decisions in relation to breastfeeding. Such changes will reduce the tensions experienced by women and help them to achieve their breastfeeding goals and to breastfeed for longer.

Background: Concept mapping and mind mapping are increasingly applied in nursing education to strengthen critical thinking, knowledge integration, and clinical performance. In pediatric nursing, these strategies hold promise for enhancing both professional competence among practicing nurses and academic outcomes for nursing students, ultimately improving the quality of care for children and their families. Objective: This systematic review aimed to evaluate the effectiveness of concept mapping and mind mapping as educational interventions for pediatric nurses and nursing students, with a focus on their impact on learning outcomes and professional practice. Methods: A systematic literature review was conducted in accordance with PRISMA 2020 guidelines. Searches were performed across six major databases, yielding 988 initial records. Following screening and critical appraisal using the Joanna Briggs Institute (JBI) checklists, 12 studies met the eligibility criteria, including 9 studies involving nursing students and 3 involving pediatric nurses. Eligible studies were published between 2010 and 2025, employed experimental or quasi-experimental designs, and assessed outcomes such as knowledge acquisition, clinical performance, critical thinking, and self-efficacy. Data were extracted using a standardized form, and a narrative synthesis was applied due to heterogeneity in interventions and outcomes. Results: Evidence consistently indicated that concept mapping and mind mapping were effective educational strategies for both pediatric nurses and nursing students. Among pediatric nurses, interventions improved knowledge of congenital heart disease, infection control, and peripherally inserted central catheter (PICC) care, while also enhancing clinical performance and training satisfaction. Among nursing students, the interventions were associated with improved critical thinking, self-efficacy, problem-solving, academic achievement, cardiopulmonary resuscitation (CPR) skill acquisition, and overall satisfaction with learning. Conclusion: Concept mapping and mind mapping are effective educational methods for strengthening pediatric nursing education and practice. They enhance knowledge, clinical reasoning, self-efficacy, and satisfaction among both pediatric nurses and nursing students. Integration of these strategies into curricula and professional development programs is recommended. Future research should focus on standardized interventions, long-term evaluations, and direct measures of patient-centered outcomes to establish the sustained impact of these strategies on pediatric care.