Application of team-based learning combined with situational simulation in clinical teaching of psychiatry

Abstract

Objective To investigate the implementing effect of team-based learning combined with situational simulation in clinical teaching of psychiatry. Methods A compendium was selected from Psychiatric nursing, which was about the prevention and nursing of psychiatric crisis. We designed curriculums and wrote the scripts, and organized professional scenario walkthroughs. Eventually, we made them into videos and audio data. Firstly, 60 nursing students were given team-based learning combined with situational simulation based on traditional teaching for 4 weeks. After teaching, the results of the theory and emergency skills examination and teaching satisfaction were compared. Results After 4 weeks, the professional theoretical examination of nursing students was (88.93±8.20) pints, and it was significantly higher than (83.27±5.31) points before teaching; meanwhile the emergency skills examination was (93.48±5.99) points, which was significantly higher than (85.87±7.34) points before training (t=-7.91, -9.12; P<0.01) . The score of satisfaction of nursing students with teaching was (97.21±1.75) , which was higher than (83.82±8.23) before training (t=10.78, P<0.01) . Conclusions The team-based learning combined with situational simulation teaching not only cultivates nursing students′ autonomous learning interest, which could improve independent study ability and effectiveness, but also improves their teamwork skills, which could improve clinical teaching quality and satisfaction. Key words: Clinical practice; Nursing students; Team-based learning; Situational simulation