Title: Construction of psychiatric nursing skill teaching model based on blending-learning concept and its effect evaluation
Abstract: Objective
To construct a teaching model of psychiatric nursing skill based on blending-learning concept, so as to improve nurses' clinical practice skills.
Methods
In June 2017, 43 new nurses onboarding in 2016 in the Second Affiliated Hospital of Xinxiang Medical University were enrolled in the psychiatric nursing skills teaching reform. An open, mult-dimensional new teaching method was created, adopting blending-learning concept. Micro-class, scene simulation, group discussion and other teaching elements were integrated in the pre-class teaching design and class teaching design. The nurses were investigated with a Self-designed Effect Evaluation Questionnaire on the Training of Psychiatric Oral Medication Administration Skill and Care Ability Scale for their satisfaction and care ability of this teaching method.
Results
A total of 91.5% of the nurses thought that the teaching resources involved in the teaching design were adequate. 93.0% of the nurses considered that the assessment of standardized patient was authentic. 94.2% of the nurses deemed that Micro-class is an effective learning tool, which could be applied for self-learning. 95.3% of the nurses considered that the method of peer assessment was very instructive. 96.5% of the nurses approved that blending-learning teaching method was effective. The difference of the scores of Humanistic Care Scale of nurses before and after training was statistically significant (P<0.001) .
Conclusions
The blending-learning platform for oral drug delivery skills in psychiatry is task oriented, and the process assessment is highlighted, so as to change the passive learning habit of students, enabling them learn independently and improving new nurses' clinical practice skills.
Key words:
Education, nursing; Psychiatry Department; Blending-learning; Technique education mode
Publication Year: 2018
Publication Date: 2018-06-06
Language: en
Type: article
Access and Citation
Cited By Count: 1
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