Engaging Nursing Students in Mental Health Concepts Through Multiple Teaching Modalities

Bibliographic Data

ID21455841
AuthorsKayla Carr (0000-0002-2527-7781, University of Mississippi Medical Center), Kathleen Rhodes, Kathleen A Rhodes, Melissa M Klamm, Melissa Klamm (0000-0002-2736-0896), Sharon McElwain
Year2023
Volume62
Issue6
Pages359-363
Publication date2023-06-01
Open AccessNo
TypeARTICLE
VenueJournal of Nursing Education (JOURNAL)
Journal identifiersISSN: 0148-4834 • E-ISSN: 1938-2421
PublisherSLACK, Inc (PUBLISHER)
DOI10.3928/01484834-20230315-01
PMID37021813
OpenAlexW4362657429
LanguageEN
Citations received1
References cited18

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

Critical thinking · Medical education · MEDLINE · Mental health · Mental health nursing · Mental illness · Mentally ill · Modalities · Nurse education · Pedagogy · Psychiatry · Team-based learning · Medicine · Nursing · Nursing education and management · Problem and Project Based Learning · Psychology · Simulation-Based Education in Healthcare

Tools

Open DOI