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.

BackgroundExercise has been used to manage symptoms of post-traumatic stress disorder (PTSD). The effect of exercise on PTSD outcomes has been previously explored in several studies. However, it still remains unclear what type of exercise/physical activity, intensity and duration is most effective for reducing symptoms of PTSD. A systematic review was conducted to determine which forms of exercise or physical activity have the greatest effect on PTSD outcome scores including an evaluation of exercise frequency and volume.MethodsThe following electronic databases were systematically searched from January 1980 to June 2021: MEDLINE, PsycINFO, PubMed and Web of Science. Inclusion criteria were studies investigating adults aged 18 or over, reporting the effect of exercise and physical activities on PTSD symptom outcome scores. Two reviewers independently extracted information on study characteristics, exposure and outcomes. In total of 3,217 articles were screened and 23 full text articles further assessed, with 13 RCT's included in the review, covering seven exercise/physical activity interventions. The study protocol was registered prospectively with PROSPERO (CRD42021255131).ResultsThirteen studies from four countries involving a total of 531 patients were selected for inclusion. Individual forms of exercise/physical activity examined showed some effect on reducing PTSD symptoms but combined exercises (resistance training, aerobic, strength and yoga) administered over a 12 week period, three times a week for 30–60 min showed greater effects on PTSD symptoms.ConclusionThe limited evidence suggests that a combined exercise intervention has the best evidence for a having a beneficial effect on PTSD symptoms.Systematic review registrationhttps://www.crd.york.ac.uk/prospero/display_record.php?RecordID=255131.

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