Conceptual Frameworks for Teaching and Learning of Mental Health and Psychiatric Nursing: A Systematic Review

Abstract

Conceptual frameworks are necessary for enhancing the teaching and learning of Mental Health and Psychiatric Nursing. This study is therefore aimed at integrating findings from a systematic review for the Development of a Framework to Enhance the Teaching and Learning of Mental Health and Psychiatric Nursing in South-South Nigeria. This review examined the various conceptual frameworks employed to enhance cognitive, psychomotor, and affective learning outcomes among nursing students. A systematic selection process was used to identify, screen, and appraise relevant studies for inclusion. The findings revealed that experiential learning, constructivist approaches, Simulation-based learning, and structured learning with self-reflection were the main conceptual frameworks applied in the last 15 years. Experiential learning strengthened knowledge retention and problem-solving within the cognitive domain, while constructivist approaches fostered critical thinking and the integration of prior knowledge into new contexts. Simulation-based (practice oriented) learning was shown to enhance psychomotor competencies, enabling the development of confidence and collaboration skills. Additionally, structured learning with self-reflection promoted growth in the affective domain, supporting the development of professional values, empathy, and self-awareness. In conclusion, these findings underscore the importance of integrating active, reflective, and evidence-based teaching strategies into nursing curricula to enhance students learning outcomes across all domains. Greater curriculum alignment with experiential, constructivist, simulation, and structured learning with reflection strategies is recommended.