A Narrative Study of the Experiences of Student Nurses Who Have Participated in the Hearing Voices that are Distressing Simulation

Abstract

The aim of this study was to provide nursing students with an experiential learning opportunity which simulated living with the challenge of voice hearing. The purpose was to access understanding and insights of nursing students who completed "Hearing Voices that are Distressing: A Training Experience and Simulation for Students" (Deegan, 1996). Using a narrative research design and a convenience sample of 27 nursing students, participants were asked to respond in written format to three open ended prompts immediately following their participation in the simulation. Data generated was subjected to a thematic content analysis using a manual cut and paste approach to inductively find meanings and insights elicited from the respondents' actual words. Affirmed in this study was the use of this teaching tool to assist the students in their understanding of the challenges posed by voice hearing.

Simulation in Undergraduate Mental Health Nursing Education: A Literature Review

“…Simulated voice hearing is a teaching methodology that has been used in mental health nursing education to mainly address attitudes, increase awareness, and promote a greater understanding of the lived experience of patients who hear voices (Dearing & Steadman, 2008, 2009Wilson et al, 2009;Orr, Kellehear, Armari, Pearson, & Holmes, 2013). Recognizing the negative effects of stigma, bias, and stereotyping, the development of voice hearing through simulation is intended to breakdown barriers that inhibit access to compassionate, sensitive care, and recovery.…”

“…Students who experienced this type of simulation described feelings of distraction, frustration, insecurity, loneliness, loss of confidence, and embarrassment of being considered mentally ill that made carrying out usual activities and engaging with others a difficult task (Dearing & Steadman, 2008;Wilson et al, 2009;Orr et al, 2013). Other accounts of student experiences elicited intense feelings of vulnerability, anger, torment, and fear that reached levels of paranoia evoked by the voices (Dearing & Steadman, 2009).…”

“…Students stated ''empathy is a wonderful thing,'' ''all of sudden a rush of empathy filled me,'' and ''I can empathize . now more than ever'' (Dearing & Steadman, 2009;Wilson et al, 2009;Orr et al, 2013). Others explained that they had a better understanding of how it feels to be challenged by a mental illness (Dearing & Steadman, 2008;Wilson et al, 2009;Orr et al, 2013).…”

“…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.…”

The influence of an insulin pump experience on nursing students’ understanding of the complexity of diabetes management and ways to help patients: A Qualitative Study

“…For example, pediatric residents participated in a role-play activity in which, as a low-income single parent raising two children with chronic conditions, they were required to contact community agencies to obtain needed resources for their children [12] . In addition, third year medical students experienced geriatric conditions such as cataracts, presbycussis, decreased manual dexterity and sensation, and mobility impairments [13] , and via headphones, baccalaureate nursing students experienced auditory hallucinations that patients with psychiatric disorders have while attempting to complete specific tasks [14,15] . Finally, pharmacy students participated in a "living with diabetes for a week" experience in which they counted carbohydrates and injected insulin [16,17] .…”