A Mental Health Simulation Experience for Baccalaureate Student Nurses

Lehr, Sally; Kaplan, Barbara

doi:10.1016/j.ecns.2012.12.003

Cited by 52 publications

(34 citation statements)

References 10 publications

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“…[16] While this declaration reflects the experience of the participants in the current study based on their ability to reflect on their learning regardless their role as active participant versus observer, the experience of the observers was inhibited. The purpose of the program was to allow for a learning situation where all students would actively participate during the simulation.…”

Section: Discussionmentioning

confidence: 99%

Qualitative evaluation of a role play bullying simulation

Gillespie

Brown

Grubb

et al. 2015

JNEP

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Bullying against nurses is becoming a pervasive problem. In this article, a role play simulation designed for undergraduate nursing students is described. In addition, the evaluation findings from a subsample of students who participated in a role play simulation addressing bullying behaviors are reported. Focus group sessions were completed with a subset of eight students who participated in the intervention. Sessions were audiorecorded, transcribed verbatim, and analyzed using Colaizzi’s procedural steps for qualitative analysis. Themes derived from the data were “The Experience of Being Bullied”, “Implementation of the Program”, “Desired Outcome of the Program”, and “Context of Bullying in the Nursing Profession”. Role play simulation was an effective and active learning strategy to diffuse education on bullying in nursing practice. Bullying in nursing was identified as a problem worthy of incorporation into the undergraduate nursing curriculum. To further enhance the learning experience with role play simulation, adequate briefing instructions, opportunity to opt out of the role play, and comprehensive debriefing are essential.

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Section: Discussionmentioning

confidence: 99%

Qualitative evaluation of a role play bullying simulation

Gillespie

Brown

Grubb

et al. 2015

JNEP

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“…SPs are often used in simulation experiences to replicate a high fidelity of realism exposing students to real-life clinical scenarios and teaching skills in decision-making, problem solving, and communication in a safe and nonthreatening learning environment (Becker, Rose, Berg, Park, & Shatzer, 2006;Robinson e Smith, Bradley, & Meakim, 2009;Webster, 2013;Kameg et al, 2014). Feelings of anxiety are often reported among nursing students entering their mental health clinical rotation (Robinson e Smith et al, 2009;Lehr & Kaplan, 2013;Doolen et al, 2014;Kameg et al, 2014). SPs have been used to decrease anxiety and promote selfconfidence among students in preparation for actual encounters with patients who are mentally ill. Doolen et al (2014) evaluated the effectiveness of SPs in a mental health simulation prepared for undergraduate nursing students and found these experiences helpful in developing interviewing and therapeutic communication skills, increasing confidence, and decreasing anxiety.…”

Section: Simulation With Standardized Patientsmentioning

confidence: 98%

“…In Clinical Simulation in Nursing (2015) 11, 445-449 www.elsevier.com/locate/ecsn addition to this, areas of skill development identified for mental health nursing such as intellectual empathy, have led to a wide range of various needs-based simulation techniques adopted in curricula that address specific deficiencies (Dearing & Steadman, 2009 Other barriers that appear to inhibit full immersion in mental health learning experience, include issues related to bias, stigma, anxiety, and fear (Dearing & Steadman, 2008;Wilson et al, 2009;Lehr & Kaplan, 2013;Doolen, Giddings, Johnson, Guizado de Nathan, & OBadia, 2014;Kameg, Szpak, Cline, & Mcdermott, 2014). Nurse educators have used simulation as a strategy to address these issues.…”

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confidence: 98%

Simulation in Undergraduate Mental Health Nursing Education: A Literature Review

Brown

2015

Clinical Simulation in Nursing

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“…Furthermore, evidence suggests that exposure to simulation decreases anxiety towards clinical practice among student nurses. [4] The process of simulated practice learning can help students to develop confidence, professional aptitude and competence before they deliver nursing care to a real patient. [5] Psychiatric nursing is often not the ultimate goal of students when enrolling in a nursing course and they may experience more anxiety due to their unfamiliarity with the psychiatric setting.…”

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confidence: 99%

Standardised patient-simulated practice learning: A rich pedagogical environment for psychiatric nursing education

Jacobs

Venter

2017

AJHPE

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Background. Nursing education needs to adapt to be relevant to student nurses' learning needs. This study investigates the use of standardised patients (SPs) in a simulated patient interview as a learning strategy to bridge the theory-practice gap. Simulation helps students to develop skills such as communication, higher cognitive thinking, decision-making and problem-solving. There is evidence to support the use of SP case scenarios to enable students to develop their clinical and interpersonal skills in a controlled environment before encountering patients in a clinical setting. Objective. To explore and describe students' experiences of the developed SP scenario for the mental health nursing interview. Methods. A qualitative approach was taken and data were gathered using structured open-ended questions to gather information from 33 undergraduate nursing students after they encountered the SP simulation. Participants' responses were thematically analysed. Results. Nursing students experienced the simulation as challenging, but felt that being able to practise their skills within a safe simulated environment built confidence. They indicated that the experience was not only enjoyable, but that it helped them to integrate theory with practice, develop communication skills and feel professional. Conclusion. SP-simulated practice combined with classroom teaching is important in improving nurses' professed ability to respond to patients' needs. Nursing students need to be interpersonally competent before engaging with mental health users. SP-simulated learning helps student nurses to participate actively in a positive learning process; they then begin to understand the need for linking theory with practice.

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A Mental Health Simulation Experience for Baccalaureate Student Nurses

Cited by 52 publications

References 10 publications

Qualitative evaluation of a role play bullying simulation

Qualitative evaluation of a role play bullying simulation

Simulation in Undergraduate Mental Health Nursing Education: A Literature Review

Standardised patient-simulated practice learning: A rich pedagogical environment for psychiatric nursing education

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