Mental Health Simulation With Student Nurses: A Qualitative Review

Alexander, Louise; Sheen, Jade; Rinehart, Nicole; Hay, Margaret; Boyd, Leanne

doi:10.1016/j.ecns.2017.09.003

Cited by 41 publications

(32 citation statements)

References 35 publications

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“…; Szpak & Kameg ), staff also place importance on the development of rapport (Alexander et al . ; Cleary et al . ).…”

Section: Discussionmentioning

confidence: 99%

“…For example, students not having the opportunity to learn from a range of clients and conditions also related to a lack of continuity between shifts. While students typically aim to develop rapport with mental health clients (Beauvais et al 2011;Szpak & Kameg 2013), staff also place importance on the development of rapport (Alexander et al 2017;Cleary et al 2012). Under an ICLM, however, participants cautioned that students not having regular or repeated contact with the same client may undermine efforts towards rapport.…”

Section: Discussionmentioning

confidence: 99%

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Preceptors’ perspectives of an integrated clinical learning model in a mental health environment

Boardman

Lawrence

Polacsek

2018

Int J Mental Health Nurs

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Supervised clinical practice is an essential component of undergraduate nursing students' learning and development. In the mental health setting, nursing students traditionally undertake four-week block placements. An integrated clinical learning model, where preceptors mentor students on an individual basis, has been used successfully in the clinical learning environment. This flexible model provides the opportunity for students to work across morning, afternoon, night and weekend shifts. There is a need to improve the evidence base for a flexible model for students undertaking a mental health placement. The aim of this study was to understand preceptors' experience of, and satisfaction with, a mental health integrated clinical learning model. Focus groups were used to elicit the views of preceptors from a mental health service. Findings highlight the advantages and disadvantages of an integrated clinical learning model in the mental health setting. Participants suggested that students may benefit from flexible work arrangements, a variety of experiences and a more realistic experience of working in a mental health service. However, they found it challenging to mentor and evaluate students under this model. Most also agreed that the model impeded students' ability to engage with consumers and develop rapport with staff. The findings indicate the need to develop a placement model that meets the unique needs of the mental health setting.

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“…; Szpak & Kameg ), staff also place importance on the development of rapport (Alexander et al . ; Cleary et al . ).…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Preceptors’ perspectives of an integrated clinical learning model in a mental health environment

Boardman

Lawrence

Polacsek

2018

Int J Mental Health Nurs

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“…The simulation was viewed as more useful than videos because it took place in real time, could be altered to fit with current issues and was highly interactive and engaging. "Buy in" was achieved because of realism and the immersive nature of simulation and this achieved "an authentic learning opportunity" (Alexander et al 2018) which is important because interactions in mental health nursing are unscripted.…”

Section: Engaging Students Through Use Of Simulationmentioning

confidence: 99%

“…For it to be genuine and for you to be empathetic, you need to have a conversation not a checklist because there are no tickboxes in it (FS3 in Alexander et al 2018).…”

Section: Engaging Students Through Use Of Simulationmentioning

confidence: 99%

Developing Criteria for the Selection of Contemporary Stimulus Material in Mental Health Nursing Education: Engaging Students and Meeting Curriculum Goals - Part 1: Critical Analysis of Simulation and Stimulus Material in Mental Health Nursing Education

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McMillan

Stone

et al. 2019

J Probl Based Learn

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Purpose: By focussing on curricula reliant on blended (online and face-to-face) learning, to test the value of mental health stimulus material created/used by Australians in an Australian context to achieve learning outcomes through assessment tasks for students from a range of cultural backgrounds. Can we find stimulus material that facilitators can use with diverse cultures? Methods: Case studies centred on two groups of students-Australian (Part 1) and international (Part 2). Results: An analysis of simulation and stimulus material in mental health nursing education (Part 1) and the development of i) a set of principles for choosing 'authentic' stimulus material ii) a set of recommendations for choices of assessment tasks that ensure application of the principles irrespective of the culture and context in which graduates choose to work (Part 2). Conclusion: While there are many types of stimulus material available today, authentic stories from clinical practice may also have a useful role in mental health nursing curricula.

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“…Entre as diversas possibilidades de práticas educativas ativas, outro recorte do objeto do estudo se trata da simulação clínica, que tem sido considerada uma estratégia de ensino relevante para a formação em enfermagem ao incrementar o processo de ensino-aprendizagem por consolidar e ampliar as competências e habilidades do aprendiz em diversos assuntos com contextos reais simulados (ALEXANDER et al, 2018;HALLIN et al, 2016) É evidenciado que seu uso junto ou não de tecnologias são estratégias que articulam práticas de ensino e que pesquisas são necessárias na qualificação dos profissionais da saúde, em ambiente controlado com ausência de riscos aos participantes (HALLIN et al, 2016;COSTA et al, 2015;QUIRÓS;VARGAS, 2014).…”

Section: Introductionunclassified

Simulação clínica em comunicação na educação em enfermagem: estudo randomizado sobre a satisfação, confiança e auto percepção de estudantes

Bianchini¹

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Introduction: The Brazilian nursing scene counts predominantly with the categories of nursing technicians and nursing assistants. Taking into consideration its importance in the health care of the person, family and community based on human, ethical and SUS principles, it becomes necessary to qualify health care, which originates from the initial formation of the student. Thus, the use of active methodologies in teaching can favor the learning of students of professional education in nursing; for this reason, we envisage clinical simulation as a teaching strategy that can aid in the formation of the student and collaborate in the development of several cognitive, procedural and attitudinal abilities, among them communication. It is the objective of the study to verify if the clinical simulation in communication collaborates with the training of the nursing professional. Method: randomized mixed study using the control group and intervention group with a sample of 37 participants of the module I (nursing assistant) of a private technical school in the interior of the state of São Paulo. Participants were applied to fill in instruments containing sociodemographic data, the HCAT (Health Communication Assessment Tool) that evaluates health communication and the Student Satisfaction Scale and Self-Confidence in Learning in order to quantitatively verify student's satisfaction and learning using clinical simulation in communication. Subsequently, an interview with the selected participants was carried out, which was recorded for a qualitative analysis using a theoretical reference. Results: The quantitative analysis of the satisfaction scale demonstrated that the students were highly confident and satisfied with their learning, but the results of the communication ability assessment (HCAT) showed that the students were not prepared to communicate adequately. In addition, the statements of interviews when they put the communication applied in the context of technical, repetitive and informational care reinforce the results evidenced by the HCAT. Conclusions: A single scenario of high fidelity clinical simulation did not show significant differences between participants in the control group versus intervention group, which demonstrates that the strategy must obtain greater appreciation and training of teachers to use it and be better implemented in disciplines and throughout the technical nursing course.

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Mental Health Simulation With Student Nurses: A Qualitative Review

Cited by 41 publications

References 35 publications

Preceptors’ perspectives of an integrated clinical learning model in a mental health environment

Preceptors’ perspectives of an integrated clinical learning model in a mental health environment

Developing Criteria for the Selection of Contemporary Stimulus Material in Mental Health Nursing Education: Engaging Students and Meeting Curriculum Goals - Part 1: Critical Analysis of Simulation and Stimulus Material in Mental Health Nursing Education

Simulação clínica em comunicação na educação em enfermagem: estudo randomizado sobre a satisfação, confiança e auto percepção de estudantes

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