Tharani Ambreen, Lalani Sharifa, Mughal Farida Bibi, Momin Razia Bano
The Aga Khan University, Karachi, Pakistan.
Teach Learn Nurs. 2022 Jul;17(3):277-281. doi: 10.1016/j.teln.2022.03.007. Epub 2022 May 3.
COVID-19 has raised a concern about the quality and continuity of education. The uncertain situation has required universities to undertake several innovative measures to continue their educational programs without compromising the quality of education. The aim of this paper is to introduce the hybrid approach for undergraduate nursing students for teaching mental health nursing course, utilizing Gagne's instructional design theory, in a private nursing institution in Pakistan. The nine steps of instructions in Gagne's theoretical framework were utilized for teaching the mental health nursing course. The approach enhanced students' therapeutic communication skills, boosted their confidence level, and assisted them in overcoming their fears in caring patients with psychiatric illnesses. Students appreciated the innovative strategies, such as problem-based learning, case studies, interactions with standardized patients, and learning through movies. The innovative and creative clinical teaching approaches can be used to develop nursing students' competencies, core clinical skills, and to bridge the theory-practice gap.
新冠疫情引发了人们对教育质量和连续性的关注。这种不确定的形势要求大学采取多项创新措施，以在不降低教育质量的前提下继续其教育项目。本文旨在介绍在巴基斯坦一家私立护理机构中，运用加涅教学设计理论，为本科护理专业学生教授精神科护理学课程的混合式教学方法。加涅理论框架中的九个教学步骤被用于教授精神科护理学课程。该方法提高了学生的治疗性沟通技巧，增强了他们的自信心，并帮助他们克服了护理精神疾病患者时的恐惧。学生们对基于问题的学习、案例分析、与标准化病人互动以及通过电影学习等创新策略表示赞赏。创新且富有创意的临床教学方法可用于培养护理专业学生的能力、核心临床技能，并弥合理论与实践之间的差距。
