176. The integration path of computerized cognitive behavioral therapy in psychiatric nursing courses

Abstract Background At present, there is a problem of disconnection between theory and practice among psychiatric nursing talents. The insufficient cultivation of psychological intervention skills makes it difficult for nursing staff to meet patients’ demands for psychological interventions such as cognitive behavioral therapy. Computerized cognitive behavioral therapy, which relies on digital technology to achieve standardized intervention processes, has been proven effective in the treatment of depression and anxiety disorders. However, there are still deficiencies in the integration of this therapy in psychiatric nursing education. The existing courses lack a systematic integration framework, and the awareness of computerized cognitive behavioral therapy among teachers and students is low. Based on this, the research proposes a three-stage integrated framework that combines theory, simulation and practice, aiming to address the disconnection between courses and clinical needs through this core approach. Method A total of 360 third-year nursing students from three medical colleges were selected for the study and randomly and equally divided into the integrated group, the traditional group and the control group. The integrated group learning course includes a computerized cognitive behavioral therapy module. The course builds a three-stage integrated framework of “theory-simulation–practice” through interviews with experts and in combination with clinical application guidelines. The traditional group studied regular courses, while the control group only participated in special lectures on computerized cognitive behavioral therapy. Subsequently, the CCBT cognitive questionnaires, nursing skills assessment scores, and course satisfaction scale data of the three groups of students were collected before, during, and after the class. The study was statistically analyzed using SPSS 26.0. Result The comparison results of the three groups in terms of the CCBT cognitive questionnaire score, the pass rate of intervention skills assessment, and the course satisfaction score are shown in Table 1. As shown in Table 1, the score of the CCBT cognitive questionnaire in the integrated group was 89.25 ± 7.56, the pass rate of the CCBT intervention skills assessment was 92.54%, and the course satisfaction score was 85.65 ± 8.33. Compared with the traditional group, the improvement was very significant (p<.01). Although the three core indicators of the traditional group have improved to some extent compared with the traditional group, they are still far inferior to those of the integrated group. Discussion Research has confirmed that the three-stage framework can effectively integrate computerized cognitive behavioral therapy with psychiatric nursing courses. In the future, a collaborative teaching evaluation system between educational institutions and clinical practice can be established in collaboration with medical institutions to promote the in-depth adaptation of psychiatric nursing education to clinical needs.