Application of asynchronous teaching method in the treatment of bipolar disorder

Abstract

Background

Bipolar affective disorder, as a common mental issue, is characterized by emotional abnormality and manic and depressive states. Traditional medicine has a long course of disease and generates slow poor therapeutic effects. The asynchronous teaching method takes the students’ self-consciousness as an observation perspective. It focuses on the intervention of students’ psychological conditions in a teaching situation of equality and mutual assistance. To explore the effect of asynchronous teaching method on students with bipolar disorder to help improve their mental health.

Subjects and Methods

The research took the students with bipolar affective disorder as the experiment object. The control group applied basic nursing, medication guidance and other conventional nursing approach, while the experimental group was treated with asynchronous teaching method intervention on the basis of the control group, that is, the teacher used a six-stage teaching process to guide students’ personalized development and improvement of their self-consciousness, and timely guided students to pay attention to and examine their own psychological conditions. The intervention time was 3 months. The aggressive behavior and psychological status of the students were evaluated with the Modified Overt Aggression Scale (MOAS) and the Self-reporting Inventory (SCL-90). SPSS22.0 statistical software was used for classification analysis. Measurement data was expressed as (x ± s), and P<0.05 was defined as statistically significant.

Results

After receiving nursing care, the students in the two groups all received improvement in their symptoms to varying degrees. The MOAS scores of the students in the experimental group after one month and three months of nursing care were (5.34 ± 0.83) and (0.31 ± 0.91), which were significantly better than those of the control group (5.42 ± 0.92) and the control group (2.08 ± 0.32), with statistical significance (P<0.05). After intervention, the SCL-90 scores of the two groups were significantly different (P<0.05).

Conclusions

Asynchronous teaching method intervenes students with bipolar affective disorder in a more equal way so that they can correctly and objectively view their own symptoms. The method proposed in this research has a better intervention effect on students’ psychological assessment and mental health status.