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

Abstract

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.

Teaching Design of Mental Health Education Based on Case Teaching Method

“…Often, in a classroom where case-based approach is applied, the atmosphere is easier and more enjoyable, and it develops in the ability to develop students' initiative and creativity. (Jacobs & Jaarsveldt, 2016) In addition, with reference to the survey conducted by the university, the professor once asked the students how to treat the teacher's lecture content in the classroom in the questionnaire of mental health education teaching. The statistical results are shown in the figure 1.…”

“…It is more legal and feasible. (Jacobs & Jaarsveldt, 2016) Combining the connotation and characteristics of the case teaching method we have analyzed above, and the difference and connection between it and the traditional teaching methods adopted by the mental health class, we believe that it is necessary to apply the case teaching method in the mental health class.…”

“…In the teaching, the teacher will focus on "knowing and preventing depression" and select the events of Leslie Cheung and others as a case. (Jacobs & Jaarsveldt, 2016) First, through the display of several groups of mental illness pictures, let students initially discuss what is the most harmful emotional disease. (Sunchai Pattanasith, Nattaphon Rampai, & Jongkol Kanperm, 2015) The discussion of this issue allows groups to send representatives to pre-class materials or courseware to communicate in the classroom.…”

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

“…Nursing simulations using standardised patients (SPs) have proven effective in creating realistic learning opportunities to enhance the students' competencies necessary for mental health clinical practice. [3] Increasingly, simulation is being seen as a way to support the transfer of theory to practice and there is evidence that simulated contextual practice can prepare professionals for safe practice. Furthermore, evidence suggests that exposure to simulation decreases anxiety towards clinical practice among student nurses.…”

A standardized patient and faculty’s viewpoint on working together on an autism spectrum disorder simulation

“…[1,9] As nursing education moves forward with complex SP scenarios faculty will find it more demanding to create such simulations in part due to recruiting the SP, retaining the SP, continual training and evaluating the SP performance all while ensuring the simulation outcomes are met. [10,11] Although there are a plethora of published articles on the value of nursing simulation, in general, there is a dearth of information regarding the simulation experience from the perspective of the SP. The SP is responsible for bringing the patient to life for the students.…”