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

摘要

Introduction: Mental health care is an increasing component of acute patient care and yet mental health care educationcan be limited in undergraduate nursing programs. The aim of this study was to establish if simulationlearning can be an effective method of improving undergraduate nurses' capability in mental health care in anacute care environment.Intervention: Undergraduate nursing students at an Australian university were exposed to several high-fidelityhigh-technology simulation activities that incorporated elements of acute emergency nursing practice andacute mental health intervention, scaffolded by theories of learning. This approach provided a safe environmentfor students to experience clinical practice, and develop their skills for dealing with complex clinical challenges.Methods: Using a mixed method approach, the primary domains of interest in this study were student confidence,knowledge and ability. These were self-reported and assessed before and after the simulation activities (intervention)using a pre-validated survey, to gauge the self-rated capacity of students to initiate and complete effectivecare episodes. Focus group interviews were subsequently held with students who attended placement in theemergency department to explore the impact of the intervention on student performance in this clinical setting.Results: Students who participated in the simulation activity identified and reported significantly increased con-fidence, knowledge and ability in mental health care post-intervention. They identified key features of the interventionincluded the impact of its realism on the quality of learning. There is some evidence to suggest that theintervention had an impact on the performance and reflection of students in the clinical setting.Discussion: This study provides evidence to support the use of simulation to enhance student nurses' clinical capabilitiesin providing mental health care in acute care environments. Nursing curriculum development shouldbe based on best-evidence to ensure that future nursing graduates have the skills and capability to providehigh-quality, holistic care.