This article reports on a biannual baccalaureate nursing program designed to concentrate student learning on the tenets of professionalism in nursing. A seminar structure is used to promote student interaction, the exploration of professional issues, and critical thinking. Miller's Wheel of Professionalism in Nursing provides a framework for discussion of professional concepts in nursing. Several teaching-learning strategies are used, including a short slide show, interactive lectures by area experts, and student-led group discussions of scenarios based on the elements of professionalism illustrated by Miller. Use of Miller's framework and these various educational strategies yielded greater faculty satisfaction and student participation than witnessed in previous years, resulting in a deeper foundation for professional behavior development throughout the curriculum.
Background and objective: Nursing students may not have a true understanding of the lived experience of patients who hear voices (auditory hallucinations). The authors proposed that a "hearing voices" simulation experience would be an effective method for providing this educational content. The aim of this study was to implement and evaluate an experiential, mental health simulation activity and determine if attitudes, understanding, and empathy of nursing students were impacted. Methods: A narrative content analysis was utilized to compare pre-and post-simulation descriptive narratives in this qualitative study. Results: Four themes emerged and findings indicate that the simulation positively impacted the attitudes, understanding, and empathy of nursing students. Conclusions: This study supports previous research on the impact of a "hearing voices" simulation and provides additional corroboration for its use as an effective teaching strategy in equipping future nurses to provide quality healthcare for those with mental illness.
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