Simulations with Standardized Patients for Nursing Students in Preparation for Clinical Placements in Mental Health Care

The impact of incorporating a simulation program into the undergraduate nursing curricula: A cross-sectional descriptive study

AIM

To determine the degree of satisfaction for each academic year and according to the type of simulation performed (simulated patient actor/advanced simulator) among nursing students after the use of clinical simulation.

INTRODUCTION

Clinical simulation is currently being incorporated in a cross-cutting manner throughout undergraduate nursing education. Its implementation requires a novel curricular design and educational changes throughout the academic subjects.

DESIGN

A cross-sectional descriptive study was performed.

METHODS

During the academic years 2018-2019 and 2019-2020, 425 students completed the High-Fidelity Simulation Satisfaction Reduced Scale for Students based on 25 questions and six factors, with a total score between 0 and 125. In total, 91 simulation sessions were performed among students who had different degrees of clinical and previous experience with simulation as well as standardized patient versus advanced simulator. A bivariate analysis was performed, comparing the total scores and the different subscales by sex, previous experience, academic year, and simulation methodology. Linear regression was used for both bivariate and multivariate analysis.

RESULTS

The mean scale score was 116.8 (SD=7.44). The factor with the highest score was "F2: feedback or subsequent reflection", with a mean score of 14.71 (SD=0.73) out of 15. Fourth year students scored the highest (mean=119.17; SD=5.28). Students who underwent simulation training with a simulated patient actor presented a higher level of overall satisfaction (p<0.05) (Mean=120.31; SD=4.91), compared to students who used an advanced simulator (Mean=118.11; SD=5.75).

CONCLUSIONS

Satisfaction with the simulation program was higher in fourth-year students compared to first-year students and was also higher when a simulated patient actor was used compared to an advanced simulator. The most highly valued aspect was the subsequent debriefing or reflective process.

Experiential learning in a virtual "Living Lab in Aging" course in a mental health setting: A qualitative study

The rapidly aging population and the increasing number of chronic and degenerative diseases associated with aging have led to a rise in demand for aptly trained health-care professionals to address the changing needs of the aging population. However, there is a drastic shortage of health-care professionals in geriatric care as the challenge to attract younger generations into geriatrics and gerontology continues. To this end, experiential learning - an engaged learning process where students learn by doing and reflecting upon those experiences - may lead to better applied knowledge, skills, competence, and interest regarding care for older adults. This study examines experiential learning in the form of a "Living Lab" - a field-based practicum education model - and how it promotes student learning in terms of interaction with, and knowledge and attitudes about, geriatric inpatients living with mental health conditions in a specialty psychiatric hospital in Canada. Using qualitative narrative inquiry, we explored students' (n = 14) experiences of participating in a Living Lab. Three interconnected themes were identified and collectively suggested that participation in the Living Lab improved student self-efficacy, knowledge, and skills to work with the geriatric population. It also helped reshape student attitudes toward this population.

Creating Effective Post-Pandemic Psychiatric Nursing Clinical Experiences Using the Roy Adaptation Model

Introduction

The COVID-19 pandemic significantly impacted students in psychiatric clinical rotations. Clinicals were frequently limited or canceled, restricting exposure of student nurses to this experience. Many modifications led to permanent changes in the psychiatric clinical setting.

Objectives

The purpose of this manuscript is to provide a cohesive approach to serving student nurses in the post-pandemic psychiatric clinical setting.

Methods

A theoretical exploration of the literature framed by the Roy Adaptation Model (RAM) was conducted.

Discussion

Results are presented using the four modes of the theory: Physiological, Self-Concept, Role Function, and Interdependence.

Conclusions

Findings include strategies to enhance student learning while supporting students’ health and wellness. Educators and practitioners should provide high-quality, safe learning environments for student nurses.