Development of Learning Outcomes based on Learning and Evaluation Redesigned using Standardized Patient in Simulation-Based Learning (SBL) in Mental Health and Psychiatric Nursing Courses
Keywords:
Learning and Evaluation Redesigned, Simulation Standardized patients Mental health nursing, Learning OutcomesAbstract
The purpose of this research is to redesign Simulation-Based Learning (SBL) using standardized patients to learning outcomes in mental health and psychiatric nursing courses. 160 participants who were second year nursing students participated in this study. The questionnaire was divided into four parts: Background information, the redesign SBL, instrumental-related learning outcome assessment, and instrumental-related the evaluation of learning efficiency verified by three peer reviewers. Descriptive statistics were carried out to assess number of participants, percentages, averages as well as standard deviation.
The redesign of SBL using standardized patient included the crucial component of learning management in promoting interactive, motivative, and critical learnings. The SBL besides consisted of the evaluation process in developing feed-up-back-forward throughout learning outcome assessment in the core nursing curriculums. The overall domain of learning outcomes was high (Mean= 3.09, S.D. = 0.20), with the ethical and moral domain at the highest level (Mean = 4.00, S.D. = 0.00). The average scores for knowledge and learning outcomes related to interpersonal skill and responsibility domains were both high (Mean= 3.01, S.D. = 0.43) and (Mean= 3.00, S.D. = 0.24).
The results showed the effectiveness of the redesign SBL using standardized patient model tended to promote learning outcomes and management in mental health and psychiatric nursing courses. Integrating and developing the redesign SBL into nursing theories or practicums noticed as an appropriate and effective plan in developing nursing students’ competency and practice.
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