Affinity-based news dissemination teaching on students’ functional cognitive impairment

Abstract

Background

Recognizing cognitive impairments is crucial for understanding their impact on students’ language, memory, judgment, and cognitive functions, which significantly influence their overall development. To address cognitive disorders among students, an experimental approach involving news dissemination affinity teaching combined with targeted cognitive counseling was implemented.

Subjects and Methods

A cohort of 120 students exhibiting signs of functional cognitive impairment from three different universities participated in the study. The students were divided into an experimental group and a control group, each consisting of 60 students. The experimental group underwent a teaching intervention that incorporated both news dissemination and psychological counseling, while the control group received only psychological counseling. The intervention lasted for three months, and data were analyzed using SPSS 23.0. A mental state evaluation scale was employed to assess the students’ well-being.

Results

Following the three-month intervention, a significant divergence in mental states was observed between the two groups of students. Specifically, students in the experimental group exhibited noteworthy enhancements in sleep patterns, dietary habits, and overall mental well-being compared to their counterparts in the control group.

Conclusions

Affinity-based news dissemination teaching, coupled with psychological intervention, focuses on promoting students’ cognitive development and overall well-being. The amalgamation of these two teaching approaches offers a more comprehensive and professional framework for addressing students’ cognitive impairments. Notably, this combined approach proves to be more aligned with the actual developmental needs of students and effectively mitigates cognitive impairments compared to singularly relying on psychological education.