Implementation of Mental Health Simulations: Challenges and Lessons Learned

Davis, Shoni; Josephsen, Jayne; Macy, Rosemary

doi:10.1016/j.ecns.2011.11.011

Cited by 23 publications

(14 citation statements)

References 17 publications

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“…The use of "simulated patients" for the development of nursing consultations contributed to the realistic interpretation of the settings, allowing the students to explore, in a safe and non-threatening environment, their fears and anxieties related to the care of patients with Mental Health Disorders (15) .…”

Section: Discussionmentioning

confidence: 99%

From theory to practice, operating the clinical simulation in Nursing teaching

et al. 2018

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Section: Discussionmentioning

confidence: 99%

From theory to practice, operating the clinical simulation in Nursing teaching

et al. 2018

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“…Davis et al . () support the idea that feedback be focused on the own emotional experiences of the SP and whether their needs in the role of the patient were met during the simulation rather than emphasizing the patient–nurse interaction. The vulnerability caused by deep emotional experiences, however, does alert nurse educators to the ethical implications of SP simulation.…”

Section: Resultsmentioning

confidence: 80%

Section: Discussionmentioning

confidence: 97%

“…Having experienced the process as a patient would, the sharing of their perspectives could deepen the preparedness of nursing students for mental health practice (Davis et al 2013). The nursing students have the benefit of receiving feedback with regard to the extent to which their therapeutic skills were effective (Choi 2013, Davis et al 2013) and in what ways they need to adapt to the specific person with whom they are engaging. Learning to respect the integrity of the individual enhances the development of the adult attributes necessary to navigate the adaptive challenges of the 21st century, such as intercultural maturity, as Baxter Magolda (2014) advocates.…”

Section: Discussionmentioning

confidence: 99%

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‘The character rests heavily within me’: drama students as standardized patients in mental health nursing education

Jacobs

Jaarsveldt

2016

Psychiatric Ment Health Nurs

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Accessible summary What is known on the subject? Standardized patient (SP) simulation is an internationally recognized learning strategy that has proven effective in enhancing nursing students’ competencies necessary for mental health practice. What does this paper add to existing knowledge? A deeper exploration of the process from the perspective of SPs and more particularly drama students, revealed the complexity they need to navigate and the personal vulnerability they are exposed to when creating an authentic learning opportunity for nursing students. What are the implications for practice? Their vulnerability justifies deeper consideration of support, as well as research on the ethical implications of SP simulation. Nursing students need to be well grounded in therapeutic communication before engaging with mental health users. This should include opportunities to question personal frames of reference that could hinder therapeutic engagement with diverse others. In future, the drama students can be involved in scenario development to enhance the authenticity of simulations. Abstract IntroductionThe effectiveness of Standardized patient (SP) simulation in enhancing students’ mental health nursing competencies is well published. Nevertheless, the believable and accurate portrayal of a patient with a mental health issue during SP simulation is complex. Though vital to the creation of safe authentic learning experiences, the perspectives of SPs and particularly of drama students involved in SP simulation are unknown. AimThe aim of this paper is therefore to explore and describe the experiences of 11 drama students engaged in mental health simulations for nursing students. MethodA qualitative approach was taken and data were gathered using various techniques. FindingsThe content analysis revealed that these SPs negotiated three roles during this interdisciplinary learning experience, namely of a facilitator of learning, a drama student and the person within. DiscussionThe study provided valuable insight into the world of an SP, including the complexities they navigate and the vulnerability they experience. Implications for PracticeNurse educators are alerted to SP's need for support and the necessity of establishing good interpersonal skills before nursing students enter the practice setting. Involvement of SPs in scenario development could enhance the authenticity of future simulations. The ethical implications of SP simulation requires further exploration.

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“…[10] For simulation to be effective, its authenticity must reflect the clinical situation as well as possible. [11] We use senior drama students of the Department of Drama and Fine Arts, who have been briefed on and trained in the scenario. In the case reported here the nursing students had to assess SPs who portrayed a student suffering from depression.…”

Section: Sp-simulated Learning Processmentioning

confidence: 99%

Standardised patient-simulated practice learning: A rich pedagogical environment for psychiatric nursing education

Jacobs

Venter

2017

AJHPE

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Background. Nursing education needs to adapt to be relevant to student nurses' learning needs. This study investigates the use of standardised patients (SPs) in a simulated patient interview as a learning strategy to bridge the theory-practice gap. Simulation helps students to develop skills such as communication, higher cognitive thinking, decision-making and problem-solving. There is evidence to support the use of SP case scenarios to enable students to develop their clinical and interpersonal skills in a controlled environment before encountering patients in a clinical setting. Objective. To explore and describe students' experiences of the developed SP scenario for the mental health nursing interview. Methods. A qualitative approach was taken and data were gathered using structured open-ended questions to gather information from 33 undergraduate nursing students after they encountered the SP simulation. Participants' responses were thematically analysed. Results. Nursing students experienced the simulation as challenging, but felt that being able to practise their skills within a safe simulated environment built confidence. They indicated that the experience was not only enjoyable, but that it helped them to integrate theory with practice, develop communication skills and feel professional. Conclusion. SP-simulated practice combined with classroom teaching is important in improving nurses' professed ability to respond to patients' needs. Nursing students need to be interpersonally competent before engaging with mental health users. SP-simulated learning helps student nurses to participate actively in a positive learning process; they then begin to understand the need for linking theory with practice.

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Implementation of Mental Health Simulations: Challenges and Lessons Learned

Cited by 23 publications

References 17 publications

From theory to practice, operating the clinical simulation in Nursing teaching

From theory to practice, operating the clinical simulation in Nursing teaching

‘The character rests heavily within me’: drama students as standardized patients in mental health nursing education

Standardised patient-simulated practice learning: A rich pedagogical environment for psychiatric nursing education

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