Purpose Mental health simulation is the educational practice of recreating clinical situations in safe environments using actors, followed by structured debriefing, to foster professional development and improve care. Although evidence outlines the benefits of simulation, few studies have examined the impact of interprofessional mental health simulation on healthcare trainees, which is more reflective of clinical care. The purpose of this paper is to evaluate the impact of mental health simulation training on students’ confidence, attitudes, knowledge and perceived professional development and anticipated clinical practice. Design/methodology/approach Participants (n=56) were medical (41 per cent) and mental health nursing students (41 per cent), and clinical psychology trainees (18 per cent). Six simulated scenarios, involving one to three trainees, were followed by structured debriefs with trained facilitators. Scenarios, using actors, reflected patient journeys through emergency, medical and psychiatric settings. Participants’ confidence, knowledge and attitudes were measured quantitatively using pre- and post-course self-report questionnaires. Perceptions of impact on professional development and clinical practice were assessed using thematic analysis of post-course questionnaire responses. Findings Knowledge, confidence and attitudes scores showed statistically significant increases, with large effect sizes. Thematic analyses highlighted themes of: interprofessionalism, communication skills, reflective practice, personal resilience, clinical skills and confidence. Research limitations/implications Further research should clarify the impact of interprofessional simulation training on mental health practice in the context of other training received. Practical implications Simulation training may begin to influence participants’ professional development and future clinical practice and subsequently care delivered, supporting its increased use in mental health. Originality/value This study adds to nascent understandings of the use and potential of interprofessional mental health simulation, outlining innovative training, its positive outcomes and implications.

BackgroundA range of skills is required by healthcare professionals to provide adequate care in mental health. Simulation can foster skills like interprofessionalism and communication at an early stage, within a safe environment, where students can become more confident in dealing with challenging scenarios involving mental health patients. There is a vast amount of literature pointing out the potential benefits of simulation within undergraduate education and improving the training outcomes of health professionals and subsequently their clinical care delivery. This study aims to evaluate the benefits of interprofessional mental health simulation in students, considering the potential future impact on educational and clinical practice.MethodologyParticipants (n = 56) were undergraduate medical, mental health nursing and clinical psychology trainees. The course was individually and collaboratively designed to meet participants’ learning needs, presenting 6 scenarios accompanied by structured and reflective debriefings. Anonymous self-report questionnaires were collected from participants before and after the course, containing measures of confidence, knowledge, attitudes and open response questions concerning the courses impact.ResultsThere were statistically significant increases in knowledge, confidence and positive attitude scores, with large effect sizes of 0.40, 0.67 and 0.33 respectively. Qualitative data also conveyed the positive impact of the simulation course. There were emerging themes of appreciation for interprofessionalism, improvement in clinical skills, increase in confidence, better communication skills, and professional maturation, where reflection and overcoming challenges were significant findings.ConclusionsThis study demonstrated the potential benefits of interprofessional mental health simulation for students and trainees, with improvements in knowledge, confidence, attitudes, and significant areas of impact highlighted qualitatively. These benefits may influence the future clinical practice of the participants; a far-reaching potential impact of student interprofessional mental health simulation that would profit from further attention in the literature.ReferencesReeves S. A systematic review of the effects of interprofessional education on staff involved in the care of adults with mental health problems. J Psychiatr Ment Health Nurs 2001;8(6):533–42Hall MJ, Adamo G, McCurry L, et al. Use of standardized patients to enhance a psychiatry clerkship. Acad Med. 2004;79:28–31Gordon J, Wilkerson W, Shaffer D, Armstrong E. ‘Practising’ medicine without risk: students’ and educators’ responses to high-fidelity patient simulation. Acad Med 2001;76:469–72