Short-Term Impact of Traditional Versus Innovative Teaching Strategies on Mental Health Knowledge among Undergraduate Nursing Students in India – A Pilot Study
Mythili D1,*, Gandhi Sailaxmi2, Thirumoorthy A.3, Muralidharan K.4
1Clinical Instructor, College of Nursing, National Institute of Mental Health and Neuro Sciences, (Deemed University), Bangalore
2Assistant Professor, Department of Nursing, National Institute of Mental Health and Neuro Sciences, (Deemed University), Bangalore
3Additional Professor, Department of Psychiatric Social Work, National Institute of Mental Health and Neuro Sciences, (Deemed University), Bangalore
4Associate Professor, Department of Psychiatry, National Institute of Mental Health and Neuro Sciences, (Deemed University), Bangalore
*Corresponding Author Email: email@example.com
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.
Concept mapping, Innovative teaching strategies, Problem based learning, Psychiatric nursing learning, Traditional teaching strategies, Undergraduate nursing students.