Engaging Nursing Students in Mental Health Concepts Through Multiple Teaching Modalities.

IF 1.6 4区医学 Q2 NURSING

Journal of Nursing Education Pub Date : 2023-06-01 DOI:10.3928/01484834-20230315-01

Kayla Carr, Kathleen A Rhodes, Melissa M Klamm, Sharon McElwain

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引用次数: 0

Abstract

Background: Utilizing multiple active learning strategies may facilitate knowledge, critical thinking, communication, and attitude regarding mental health concepts in nursing students.

Method: Faculty in an accelerated 12-month baccalaureate nursing program delivered mental health nursing concepts utilizing team-based learning (TBL), a video response assignment, faculty-led clinical in an inpatient psychiatric hospital, and a standardized patient simulation. Twenty-two nursing students (71%) voluntarily completed a faculty-derived instrument to evaluate the efficacy of each learning experience on knowledge, critical thinking, communication, and attitude.

Results: Students favored in-person clinical (73%-91%) and TBL (68%-77%) in terms of the perceived effectiveness to improve knowledge, critical thinking, communication, and attitude toward the mentally ill. Standardized patient experiences (45%-64%) were not rated as favorably but did fare better than video-response assignments (32%-45%).

Conclusion: Research is needed to provide a formal evaluation of mental health teaching modalities. [J Nurs Educ. 2023;62(6):359-363.].

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通过多种教学方式吸引护生学习心理健康概念。

背景:利用多种主动学习策略可以促进护生对心理健康概念的知识、批判性思维、沟通和态度。方法:在为期12个月的加速护理学士学位课程中，教师利用基于团队的学习(TBL)、视频响应作业、教师主导的住院精神病医院临床和标准化的患者模拟，传授心理健康护理概念。22名护理专业学生(71%)自愿完成了一份教师衍生的工具，以评估每次学习经历在知识、批判性思维、沟通和态度方面的效果。结果:在提高对精神病患者的知识、批判性思维、沟通和态度的感知有效性方面，学生更倾向于面对面临床(73% ~ 91%)和TBL(68% ~ 77%)。标准化的患者体验(45%-64%)不被认为是有利的，但比视频应答分配(32%-45%)要好。结论:对心理健康教学模式进行正式评价尚需进一步研究。[J].中国生物医学工程学报，2009;31(6):359-363。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Nursing Education 医学-护理

CiteScore

2.90

自引率

5.00%

发文量

166

审稿时长

4-8 weeks

期刊介绍： The Journal of Nursing Education is a monthly, peer-reviewed journal publishing original articles and new ideas for nurse educators in various types and levels of nursing programs for over 50 years. The Journal enhances the teaching-learning process, promotes curriculum development, and stimulates creative innovation and research in nursing education.