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

Abstract

Abstract The purpose of the study was to understand the effectiveness of a blended learning model for improving nursing students’ confidence in the management of psychiatric care problems. A pretest-posttest design was used with 94 third-year student participants. Students’ self-confidence in managing problem behaviors improved from pretest scores. The experimental group demonstrated significant improvement (p < .05) in areas including distinguishing between delusion and disturbance, distinguishing and controlling behavioral disturbance, practicing gentle and firm interactions, showing empathy, interview guiding, accepting the responsibility of the team, and confidently enforcing constraints. Audiovisual teaching materials provided in the intervention had significant effects.