Purpose This study examined Syrian refugee adults’ experiences with mental health services due to a mental complaint. Design and Methods This qualitative study used a phenomenological design. The data were collected in semi‐structured focus group interviews between June and August 2018. A total of 24 individuals participated in the study. The data were analyzed using Colaizzi's method of phenomenological interpretation. Findings Seven themes were identified by thematic analysis of the interviews: (a) difficulties making appointments, (b) difficulties obtaining medicine, (c) personal rights, (d) lack of information, (e) language barrier, (f) discrimination, and (g) confidence versus anxiety. Practice Implications Nurses should be aware of the barriers experienced by refugees that affect the quality and accessibility of psychiatric services.

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Purpose This study determined the stigmatization experiences of parents with a child who received inpatient treatment at the psychiatry clinic in Turkey. Method A qualitative descriptive approach was used. Individual in‐depth interviews were conducted. The study sample consisted of 15 parents. The data were evaluated using the thematic analysis method. Findings According to the data analysis, six themes and eight subthemes were created. These themes were exclusion, labeled, hiding the child's disorder, positive discrimination, coping strategies, and despair. Conclusion This study determined that all participant parents were exposed to stigmatization in many areas and tried to hide their child's diagnosis. Practical Implications Mental health and psychiatric nurses should support the patient's parents to share and express both theirs and their child's stigmatization experiences.

Background: Simulated patients (SPs) in mental health nursing education provide a unique approach to assist student development in complex assessment skills. Purpose: The purpose of this international multisite study was to evaluate the use of two diverse mental health SP simulation scenarios on nursing students' satisfaction and self-confidence in learning to care for patients with mental health disorders in the United States (n = 70) and Turkey (n = 90). Methods: A multisite cross-sectional study design was used. Outcome measures included the Student Satisfaction and Self-confidence in Learning Scale and the adapted Simulation Effectiveness Tool-Modified. Results were analyzed using independent t tests. Results: While students in the United States reported higher perceived self-confidence and satisfaction in learning, both student populations found the intervention effective to their learning (P < .05). Conclusion: Using SPs in mental health education allow students to practice their assessment skills learned in classroom and transfer them to the clinical area.