Understanding and supporting the physical health needs of clients

Lambert, Nichola

doi:10.7748/mhp2012.07.15.10.14.c9195

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“…Brown (2008) suggests that role plays and case studies appear to lend themselves better more to mental health nursing than the more “high tech” approaches favoured by other fields. However, as mental health nurses need to be increasingly skilled in addressing the physical health needs of service users (Lambert, 2012) this project incorporated both high‐ and low‐fidelity simulation, “the use of mannequins”. Guise et al (2012) lists the skills that simulation projects’ can foster in mental health students.…”

Section: Why Develop a Simulation Project For Mental Health Students?mentioning

confidence: 99%

Meet Mohammed: using simulation and technology to support learning

Lambert

Watkins

2013

The Journal of Mental Health Training, Education and Practice

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PurposeClinical placements within healthcare are fundamental to student development and higher education institutions need to ensure that students’ learning within practice is supported. There is an increasing evidence base to suggest that simulation may help to bridge this gap. The purpose of this paper is to describe how a cohort of 85 first‐year mental health students undertook a simulation project, in which they followed the admission of a virtual patient (in the form of an avatar) called Mohammed, to an acute inpatient ward. This simulation project was a two‐week experience for student nurses, whereby they engaged with a virtual service user and worked in teams and as individuals to support his recovery. This project allowed students to practice their clinical skills and communication skills within a safe and supportive environment.Design/methodology/approachThis paper is an evaluation of a two‐week experience for student nurses where they were supported to engage with a virtual service user. It was designed to provide students with exposure to decision making, critical thinking and the application of clinical reasoning in a simulated working environment. Students were able to practice their clinical and communication skills within a safe and supportive environment. Student understanding was measured before the project began, on completion to measure any changes and again when the student had had returned to practice to see if they had maintained their skills.FindingsSeveral emergent themes were identified: first, students acknowledged a greater level of learning during activities which they considered most challenging and in some cases the least enjoyable. This raises questions about the management of emotions in unfamiliar learning situations and of student expectations around the “Gamification” of learning. Students wanted increased interaction with the avatar and there is potential to continue to develop this project in terms of measuring application of knowledge and student performance by using innovative assessment and engagement strategies.Practical implicationsThis project provides a platform for the active contribution of service users, carers and specialist teams. It allows educational input to closely align to practice needs, for lecturers to support and feedback on practice experiences and it opens up flexible and remote working for students. With an understanding of the principles and practice behind it, this project could be adapted for other practice and managerial learning events. Some examples include: multi‐disciplinary team‐building activities, to form part of an assessment or interview process, or integrated within a provider's own polices and opportunities for practice learning, such as preceptorship.Originality/valueThis paper explores opportunities for creative engagement in learning with service users, practice teams and students and it highlights the need for an evidence base around simulation for mental health nurse education.

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Section: Why Develop a Simulation Project For Mental Health Students?mentioning

confidence: 99%