Effectiveness of modular learning regarding cognitive behavior therapy on knowledge and skills of nursing students
Daljeet Kaur, Jyoti Sarin, Sonia, AmoldeepBACKGROUND:
Cognitive Behavioral Therapy (CBT) is an evidence-based therapeutic approach commonly used in mental health care. Given its significance, it is essential for nursing students to be proficient in CBT to effectively manage patients’ psychological well-being. This study aimed to evaluate the effectiveness of modular learning in enhancing nursing students’ knowledge and skills regarding CBT.
MATERIAL AND METHODS:
A quasi-experimental, one-group pretest-posttest design was conducted at MM College of Nursing, Mullana-Ambala, Haryana. The study included 93 B.Sc. Nursing 3
rd
-year students selected using an enumerative sampling technique. Data collection involved a predesigned sociodemographic profile, a structured knowledge questionnaire and a structured observation checklist. The pretest assessed students’ knowledge and skills regarding CBT. The CBT module was administered over three days, followed by a post-test conducted 15 days later. Descriptive statistics, paired
RESULTS:
The study revealed a significant improvement in both knowledge and skills scores after the modular learning intervention. The mean pretest knowledge score of 18.46 ± 5.19 increased to 28.02 ± 2.28 post-intervention, while the mean skills score improved from 9.15 ± 1.95 to 22.91 ± 0.94. Paired
CONCLUSION:
Modular learning effectively enhanced nursing students’ knowledge and skills in CBT, making it a valuable educational tool in nursing curricula.