THE IMPACT OF INTEGRATING MENTAL HEALTH EDUCATION INTO CLINICAL NURSING GUIDANCE FOR HEMODIALYSIS ON THE CLINICAL PRACTICE ABILITY OF NURSING STUDENTS

Abstract Objectives To analyze the effect of integrating mental health education into clinical nursing teaching for hemodialysis on the clinical practice ability of nursing students. Methods Forty nursing students who interned in the Nephrology Department of our hospital from July 2024 to April 2025 were selected as the subjects. They were divided into a control group and an observation group using the random number table method, with 20 cases in each group. The control group adopted conventional teaching methods, while the observation group integrated psychological health education on the basis of clinical nursing teaching. The theoretical mastery level, clinical nursing skill operation ability, and teaching satisfaction of the two groups of nursing students were evaluated. Results The observation group outperformed the control group in terms of theoretical exam scores, course comprehension ability, self-directed learning ability, and comprehensive theoretical mastery scores. The observation group showed significant advantages over the control group in clinical skills such as pre filling and installation of pipelines, monitoring of vital signs, nursing of dialysis pathways, and implementation of verification systems. The observation group was higher than the control group in terms of teaching content fit, teaching form satisfaction, learning and growth recognition, and overall textbook satisfaction. Conclusions The integration of mental health education into clinical nursing teaching for hemodialysis has an ideal effect on the clinical practice ability of nursing students, which is conducive to improving their knowledge and skill mastery ability, optimizing teaching satisfaction, and has high teaching value.