DEVELOPING A CASE-BASED LEARNING APPROACH IN A MENTAL HEALTH COURSE TO ENHANCE COMMUNICATION SKILLS AMONG FIRST-YEAR VOCATIONAL COLLEGE STUDENTS
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This study aimed to develop and evaluate a Case-Based Learning (CBL) instructional approach integrated into a Mental Health course to enhance communication skills among first-year vocational college students, and to examine students’ communication self-efficacy and learning satisfaction.
The participants were 40 first-year Accounting students from Shandong University of Foreign Affairs, China, selected through cluster random sampling. The study employed a one-group pretest–posttest pre-experimental design. The intervention lasted eight weeks (16 instructional hours) and focused on seven supportive communication skills: active listening, empathic responding, open-ended questioning, assertive communication, summarizing and planning, boundary setting, and support and referral. Data were collected using a Mini-OSCE communication skills assessment, a communication self-efficacy questionnaire, and a course satisfaction survey. Quantitative data were analyzed using descriptive statistics and paired-sample t-tests.
The results showed a significant improvement in students’ communication skills after the intervention (pretest M = 13.90, posttest M = 29.20, p < .001). Communication self-efficacy reached a high level (M = 58.90 out of 70), and students reported high satisfaction with the course (M = 4.60 out of 5.00).
The findings indicate that the CBL approach is an effective instructional strategy for enhancing communication competence in vocational mental health education.
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