Using simulation to improve the capability of undergraduate nursing students in mental health care

Kunst, Elicia; Mitchell, Marion; Johnston, Amy N.B.

doi:10.1016/j.nedt.2016.12.012

Cited by 58 publications

(27 citation statements)

References 34 publications

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“…The students in this study reported an increased level of preparedness for their clinical placement after the MHS, specifically in relation to their ability to interact with and provide care to consumers experiencing a mental illness. The impact of a MHS on student confidence was previously identified by Kunst et al (2017). In this study, student’s responses on the post‐test responses improved substantially after completing the workshop.…”

Section: Discussionmentioning

confidence: 77%

Undergraduate student nurses’ experience of mental health simulation pre‐clinical placement: A pre/post‐test survey

Olasoji

Huynh

Edward

et al. 2020

Int J Mental Health Nurs

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Undertaking a mental health clinical placement can be anxiety-provoking for nursing students at times. There is a need to adequately prepare undergraduate nursing students for clinical placement in a mental health setting in relation to their skills and confidence. This study aimed to evaluate the effect of a mental health simulation workshop on the skills and confidence of nursing students in providing care to consumers living with a mental illness. The study also evaluated the design of the mental health simulation workshop from an educational perspective. A pre/post-test survey was administered to a cohort of N = 89 Australian preregistration nursing students. Exploratory factor analysis identified three factors: Mental health therapeutic engagement, mental health assessment skills, and mental health placement preparedness. Analyses of pre-post differences indicated that all three factors were significantly different between the initial and follow-up responses, with follow-up responses being more favourable. The findings of this study demonstrate that there is value in including mental health simulated patient exercise as part of the learning strategies in the curriculum of pre-registration nurses. This has implications for the quality of care in the clinical environment and level of preparedness of these students' nurses for mental health clinical placement where they will be providing care to consumers living with a mental illness under direct supervision.

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Section: Discussionmentioning

confidence: 77%

Undergraduate student nurses’ experience of mental health simulation pre‐clinical placement: A pre/post‐test survey

Olasoji

Huynh

Edward

et al. 2020

Int J Mental Health Nurs

View full text Add to dashboard Cite

show abstract

“…High fidelity web-based simulation can be used to teach undergraduates to recognise the deteriorating patient (Cooper et al, 2012) and a simulated "live" setting in a laboratory can allow mental health nursing students to increase their ability to recognise physical deterioration in a patient (Chadwick & Withnell, 2016). High fidelity simulation has been used to teach students how to undertake an alcohol withdrawal assessment following possible deliberate self harm in the ED setting (Kunst, Mitchell & Johnston, 2017).…”

Section: Types Of Simulation Materials Availablementioning

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

Treloar

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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“…While simulation-based education has increased in both extent and scope in many nursing education programmes in Europe, the USA, Asia, the Middle East and Australia, the literature shows a lack of implementation and research on simulation in low-and middle-income countries [2,[8][9][10][11][12][13][14]. To the best of our knowledge, no studies have highlighted simulation-based education in nursing education programmes in Sub-Saharan Africa.…”

Section: Introductionmentioning

confidence: 99%

Implementing simulation in a nursing education programme: a case report from Tanzania

2017

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This paper presents a description of, and some reflections around, the experience of implementing simulation-based education within a nursing education programme in a low-income context. The students in the nursing education programme found the simulation sessions to be useful, motivating and a realistic learning method. Our experience may provide useful insight for other nursing education programmes in low-income contexts. It looks like a deeper knowledge about the feasibility of simulation-based education from both the teacher and student perspective is necessary.

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Using simulation to improve the capability of undergraduate nursing students in mental health care

Cited by 58 publications

References 34 publications

Undergraduate student nurses’ experience of mental health simulation pre‐clinical placement: A pre/post‐test survey

Undergraduate student nurses’ experience of mental health simulation pre‐clinical placement: A pre/post‐test survey

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

Implementing simulation in a nursing education programme: a case report from Tanzania

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