Developing mental health competency in undergraduate nursing students amid pandemic: A hybrid model approach

Ambreen Tharani, Sharifa Lalani, Farida Bibi Mughal, Razia Bano Momin

Research output: Contribution to journalArticlepeer-review

6 Citations (Scopus)


COVID-19 has raised a concern about the quality and continuity of education. The uncertain situation has required universities to undertake several innovative measures to continue their educational programs without compromising the quality of education. The aim of this paper is to introduce the hybrid approach for undergraduate nursing students for teaching mental health nursing course, utilizing Gagne's instructional design theory, in a private nursing institution in Pakistan. The nine steps of instructions in Gagne's theoretical framework were utilized for teaching the mental health nursing course. The approach enhanced students’ therapeutic communication skills, boosted their confidence level, and assisted them in overcoming their fears in caring patients with psychiatric illnesses. Students appreciated the innovative strategies, such as problem-based learning, case studies, interactions with standardized patients, and learning through movies. The innovative and creative clinical teaching approaches can be used to develop nursing students’ competencies, core clinical skills, and to bridge the theory-practice gap.

Original languageEnglish
Pages (from-to)277-281
Number of pages5
JournalTeaching and Learning in Nursing
Issue number3
Publication statusPublished - Jul 2022


  • Gagne theory
  • hybrid model
  • mental health nursing


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