Blended Learning for Enhancing Nursing Students' Confidence in Managing Psychiatric Nursing Problems

Area of Science:

• Nursing Education
• Psychiatric Care Management
• Blended Learning Models

Background:

• Nursing students require enhanced confidence in managing psychiatric care problems.
• Traditional teaching methods may not fully equip students for complex psychiatric scenarios.

Purpose of the Study:

• To evaluate the effectiveness of a blended learning model in improving nursing students' confidence.
• To assess the impact of blended learning on specific psychiatric care management skills.

Main Methods:

• A pretest-posttest design was employed.
• 94 third-year nursing students participated in the study.
• An experimental group received blended learning intervention including audiovisual materials.

Main Results:

• Student self-confidence in managing problem behaviors significantly improved post-intervention.
• The experimental group showed marked improvement in distinguishing delusions and disturbances.
• Enhanced skills included managing behavioral disturbances, empathetic communication, and enforcing constraints.

Conclusions:

• Blended learning models are effective in enhancing nursing students' confidence in psychiatric care.
• Audiovisual materials within blended learning interventions yield significant positive outcomes.
• The study supports the integration of blended learning to improve psychiatric nursing competencies.