Learning Outcomes and Teaching Learning Strategies in Mental Health and Psychiatric Nursing Course as Perceived by the Second Year Nursing Students

Abstract

This classroom research aimed to study learning outcomes and teaching learning strategies in mental health and psychiatric nursing course as perceived by second year nursing students. One hundred and thirty six nursing students were included in this study. 15 out of 136 were selected for in- depth interview. The instrument was a questionnaire covering 3 parts: (1) demographic data, (2) learning outcomes evaluation form consisting of section 1: learning outcome evaluation form after students completed this course, section 2: opinion in teaching learning strategies, (3) semi-structure guideline for in-depth interveiw. Content validity was examined by three experts. The reliability of the questionnaire was tested with 30 subjects and part 2 yielded a Cronbach’s alpha coefficient as .94. Data were analyzed using descriptive statistics and content analysis.

                The results showed that students perceived that their learning outcomes were as follow: 1) interpersonal skills and responsibility at high level (M = 4.13, S.D. = 0.71), 2) knowledge at high level (M = 3.96, S.D. = 0.53), 3) numerical analysis skills, communication and information technology skills at high level (M = 3.79, S.D. = 0.71), 4) cognitive skills at high level (M = 3.68, S.D. = 0.63), and 5) ethics and moral at high level (M = 3.54 , S.D. = 0.72). In addition, teaching learning strategies that help to support learning were as follow: using case study, followed by group discussion, and skills training in mental status examination and therapeutic communication.

The result from this research could be used to enhance learning outcome. It could take the teaching method and problem to improve the teaching; in order to support quality of learning outcome for the students in the next semester.