The use of psychiatry‐focused simulation in undergraduate nursing education: A systematic search and review

Abstract

Evidence on the use of simulation to teach psychiatry and mental health (including addiction) content is emerging, yet no summary of the implementation processes or associated outcomes exists. The aim of this study was to systematically search and review empirical literature on the use of psychiatry-focused simulation in undergraduate nursing education. Objectives were to (i) assess the methodological quality of existing evidence on the use of simulation to teach mental health content to undergraduate nursing students, (ii) describe the operationalization of the simulations, and (iii) summarize the associated quantitative and qualitative outcomes. We conducted online database (MEDLINE, Embase, ERIC, CINAHL, PsycINFO from January 2004 to October 2015) and grey literature searches. Thirty-two simulation studies were identified describing and evaluating six types of simulations (standardized patients, audio simulations, high-fidelity simulators, virtual world, multimodal, and tabletop). Overall, 2724 participants were included in the studies. Studies reflected a limited number of intervention designs, and outcomes were evaluated with qualitative and quantitative methods incorporating a variety of tools. Results indicated that simulation was effective in reducing student anxiety and improving their knowledge, empathy, communication, and confidence. The summarized qualitative findings all supported the benefit of simulation; however, more research is needed to assess the comparative effectiveness of the types of simulations. Recommendations from the findings include the development of guidelines for educators to deliver each simulation component (briefing, active simulation, debriefing). Finally, consensus around appropriate training of facilitators is needed, as is consistent and agreed upon simulation terminology.

The Effects of Virtual Simulation on Undergraduate Nursing Students’ Mental Health Literacy: A Prospective Cohort Study

“…One possible explanation for the difference in findings was that multiple virtual scenarios were used in the present study (five virtual cases in total) and Gu et al's (2017) study (10 virtual cases in total). Whereas, only one or two virtual cases were assigned to students in Wright et al's (2018) and Cobbett and Snelgrove-Clark's (2016) studies. Therefore, we support the usage of multiple virtual scenarios rather than one or two scenarios in improving students' knowledge level in a certain nursing course (Gu et al, 2017).…”

“…Despite the potential pedagogical and practical benefits of virtual simulation in mental health nursing, there have been limited studies investigating the use of virtual simulation in psychiatric nursing specialty. A relatively recent systematic review by Vandyk et al (2018) on the use psychiatry-focused simulation in undergraduate nursing education only identified two studies exploring the use of virtual simulation led by Kidd et al (2012) and Sweigart et al (2014) research teams in the U.S. Second Life V R was the virtual platform used in both studies. In Kidd and colleagues' (2012) study, students rated virtual simulation as a moderately effective teaching strategy for mental health nursing education.…”

The development of simulated learning environments involving coroner’s court attendance in mental health nursing education

“…A Coroner's Court was chosen as the situational context for the simulation because it offered an opportunity to explore the interrelated processes of clinical decision-making, risk management, professional accountability and record-keeping in accord with learning outcomes for the module. It also allowed the students to explore the consequences of the actions taken in support of the client and the position and feelings of those involved, including the family of the bereaved, the nurse, and other health and social care staff (Vandyk et al 2018).…”

“…The SLE brings together factors such as the concepts of skills to be learned, individual characteristics and the interaction experience to shape the learning process and its outcomes. The interaction between these contexts ultimately results in student experiences (Vandyk et al 2018). Hence, student experiences are always personal and subjective: everyone comprehends, organises and interprets clinical information in a unique way, reacting with a different interpretation to stimuli drawing on cultural, social and personal backgrounds (Gaylle 2015).…”

Anxiety among male nursing students in a Saudi University

“…Simulation is an effective method of reducing students' anxiety during their nursing undergraduate program. It is useful in enhancing the knowledge and competencies of the students despite having some anxiety problems (Vandyk et al, 2018). Another study determined mindfulness as an alternative method in managing anxiety.…”