Kayla Carr, Kathleen A Rhodes, Melissa M Klamm, Sharon McElwain
{"title":"Engaging Nursing Students in Mental Health Concepts Through Multiple Teaching Modalities.","authors":"Kayla Carr, Kathleen A Rhodes, Melissa M Klamm, Sharon McElwain","doi":"10.3928/01484834-20230315-01","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Utilizing multiple active learning strategies may facilitate knowledge, critical thinking, communication, and attitude regarding mental health concepts in nursing students.</p><p><strong>Method: </strong>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.</p><p><strong>Results: </strong>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%).</p><p><strong>Conclusion: </strong>Research is needed to provide a formal evaluation of mental health teaching modalities. <b>[<i>J Nurs Educ</i>. 2023;62(6):359-363.]</b>.</p>","PeriodicalId":54781,"journal":{"name":"Journal of Nursing Education","volume":"62 6","pages":"359-363"},"PeriodicalIF":1.6000,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Nursing Education","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.3928/01484834-20230315-01","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"NURSING","Score":null,"Total":0}
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.].
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.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
