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Authors
Affiliations
1 College of Nursing, National Institute of Mental Health and Neuro Sciences (Deemed University), Bangalore, IN
2 Department of Nursing, National Institute of Mental Health and Neuro Sciences (Deemed University), Bangalore, IN
3 Department of Psychiatric Social Work, National Institute of Mental Health and Neuro Sciences (Deemed University), Bangalore, IN
4 Department of Psychiatry, National Institute of Mental Health and Neuro Sciences (Deemed University), Bangalore, IN
Source
Asian Journal of Nursing Education and Research, Vol 5, No 1 (2015), Pagination: 8-11
Abstract
This post test only design study compared the effectiveness of traditional Vs innovative teaching strategies (brain storming, concept mapping and problem based learning) on mental health learning outcome among under graduate nursing students (N=44). One group was exposed to traditional teaching strategy and the other group was exposed to innovative teaching strategy about mental health assessment and therapeutic communication (Psychiatric Nursing Learning). Findings indicated a statistically significant increase (p<0.003) in the knowledge score among students exposed to innovative teaching strategies than those exposed to the lecture method at the end of two weeks, though this was not observed at after 4 weeks. The results of this study indicate that innovative teaching strategies may enhance mental health learning among nursing students. However further evaluation with larger sample size is needed before it can replace traditional teaching methods in nursing education.
Keywords
Concept Mapping, Innovative Teaching Strategies, Problem Based Learning, Psychiatric Nursing Learning, Traditional Teaching Strategies, Undergraduate Nursing Students.
