Transforming future nurses through simulation in mental health nursing

Abstract

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.

Emotional coping of nursing students during mental health nursing simulation training

“…As a product of uninformed media-based or social prejudices, many students also often possess preconceived myths or stereotypes when it comes to referring to psychiatric patients. The practical preparation of nurses in terms of their being able to successfully communicate with patients who have mental health disorders is therefore essential (Langham et al 2017;Kuhanen et al 2013, 13-21.). Nursing students have expressed a degree of fear that has been derived from internships they have served in psychiatric nursing care units.…”

Enhancing empathy and positive attitude among nursing undergraduates via an in-class virtual reality-based simulation relating to mental illness

“…[3,4] Nursing students are likely to report fear, anxiety and dread in anticipation of encountering a mentally ill patient. [5] The perception may hinder the patient-nurse relationship and the quality of care in their future practice. [6,7] Clinical skills learning tends to focus heavily on the cognitive and psychomotor domains of learning, while paying limited attention to the affective domain.…”

Fostering Transformation by Hearing Voices: Evaluating a 6-Second, Low-Fidelity Simulation

“…More recently, simulation has been utilized to increase knowledge and skills in the academic preparation of health care providers, including nurses (Fossen & Stoeckel, 2016; Langham, Jones, & Terry, 2017). Simulation teaches nurses about urgent situations without posing any threat to the patient during the learning session.…”