Nursing Students' Perceptions of a Hearing Voices Simulation and Role-Play: Preparation for Mental Health Clinical Practice

2016 ◽  
Vol 55 (4) ◽  
pp. 203-208 ◽  
Author(s):  
Peggy Fossen ◽  
Pamella Rae Stoeckel
Keyword(s):  
Mental Health ◽  
Clinical Practice ◽  
Nursing Students ◽  
Role Play ◽  
Hearing Voices

scholarly journals Student interprofessional mental health simulation (SIMHS): evaluating the impact on medical and nursing students, and clinical psychology trainees

2019 ◽  
Vol 14 (1) ◽  
pp. 46-58 ◽  
Author(s):  
Chris Attoe ◽  
Mary Lavelle ◽  
Susan Sherwali ◽  
Katharine Rimes ◽  
Zaina Jabur
Keyword(s):  
Mental Health ◽  
Professional Development ◽  
Clinical Practice ◽  
Nursing Students ◽  
Simulation Training ◽  
Content Type ◽  
Psychology Trainees ◽  
Clinical Psychology Trainees ◽  
Health Simulation ◽  
The Impact

Purpose Mental health simulation is the educational practice of recreating clinical situations in safe environments using actors, followed by structured debriefing, to foster professional development and improve care. Although evidence outlines the benefits of simulation, few studies have examined the impact of interprofessional mental health simulation on healthcare trainees, which is more reflective of clinical care. The purpose of this paper is to evaluate the impact of mental health simulation training on students’ confidence, attitudes, knowledge and perceived professional development and anticipated clinical practice. Design/methodology/approach Participants (n=56) were medical (41 per cent) and mental health nursing students (41 per cent), and clinical psychology trainees (18 per cent). Six simulated scenarios, involving one to three trainees, were followed by structured debriefs with trained facilitators. Scenarios, using actors, reflected patient journeys through emergency, medical and psychiatric settings. Participants’ confidence, knowledge and attitudes were measured quantitatively using pre- and post-course self-report questionnaires. Perceptions of impact on professional development and clinical practice were assessed using thematic analysis of post-course questionnaire responses. Findings Knowledge, confidence and attitudes scores showed statistically significant increases, with large effect sizes. Thematic analyses highlighted themes of: interprofessionalism, communication skills, reflective practice, personal resilience, clinical skills and confidence. Research limitations/implications Further research should clarify the impact of interprofessional simulation training on mental health practice in the context of other training received. Practical implications Simulation training may begin to influence participants’ professional development and future clinical practice and subsequently care delivered, supporting its increased use in mental health. Originality/value This study adds to nascent understandings of the use and potential of interprofessional mental health simulation, outlining innovative training, its positive outcomes and implications.

Stress, Depression, and Anxiety among Undergraduate Nursing Students

2013 ◽  
Vol 10 (1) ◽  
pp. 255-266 ◽  
Author(s):  
Wanda M. Chernomas ◽  
Carla Shapiro
Keyword(s):  
Quality Of Life ◽  
Mental Health ◽  
Clinical Practice ◽  
Nursing Students ◽  
Personal Life ◽  
Depression And Anxiety ◽  
Undergraduate Nursing ◽  
Quality Of Life Indicators ◽  
Practice Performance

AbstractAdmission to a professional program marks the beginning of fulfilling a career goal. However, the rigors of professional education can be demanding. Stress, depression, and anxiety (SDA) can interfere with learning, affect academic performance, and impair clinical practice performance. Studies report a general increase in the severity of and extent of mental health problems among college/university students. The literature regarding nursing students’ mental health distress identifies academic and personal sources of stress and coping efforts, with emphasis on the stress and anxiety associated with clinical practice. This cross-sectional descriptive exploratory study investigated levels of SDA among nursing students in 3 years of a university-based program. The association between quality of life indicators including known stressors, such as financial concerns and balance between school and personal life, and SDA was also investigated. Through an online survey, 437 participants from one mid-western Canadian undergraduate nursing program completed the Depression Anxiety Stress Scales and provided data on quality of life indicators and demographic information. Participants also were invited to provide narrative data about their experiences with SDA. This article will present significant findings including: levels of SDA; comparisons between our sample and a normative sample on the dimensions of SDA; and the results of multiple regression analysis identifying significant predictors of each dimension. Themes from the qualitative comments from 251 of the participants were identified and added depth and clarity to the quantitative findings. The predominant themes represented were: perceptions of clinical practice, coping, personal issues, and balancing school, work, and personal life. Implications and recommendations for curriculum design, ensuring students understand program expectations prior to admission, and enhancing accessibility to mental health/support services need to be considered.

scholarly journals Undergraduate nursing students’ perceptions of integrating evidence into practice in a psychiatric-mental health nursing clinical course

2019 ◽  
Vol 9 (9) ◽  
pp. 1 ◽  
Author(s):  
Nadia Ali Muhammad Ali Charania ◽  
Paula Lynn Ross-Durow ◽  
Barbara-Jean Sullivan ◽  
Laura A. Dansel
Keyword(s):  
Mental Health ◽  
Clinical Practice ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Clinical Course ◽  
Self Concept ◽  
Evidence Based ◽  
Mental Health Nursing ◽  
Professional Self ◽  
Health Nursing

Faculty in a baccalaureate nursing program recognized the need to make intentional efforts to assist nursing students in integrating evidence-based knowledge in their clinical learning.  This paper aims to describe ways in which evidence-based practice (EBP) was incorporated into Psychiatric-Mental Health Clinical Course (P-MHCC) assignments, and summarize students’ perceptions about their use of evidence in their clinical practice. Content analysis was performed on 64 student essays. Four themes were identified following analyses of students’ written self-reflections: clinical assignments created opportunities to incorporate EBP, assignments promoted exploration of resources and fostered development of a professional self-concept, use of evidence in mental health nursing, and students’ views on future use of EBP and barriers. Clinical assignments and educational experiences were influential in students’ utilization of EBP. Students agreed on the value of EBP in their development as nurses and as being necessary to provide the best care to patients. Three future recommendations were proposed. First, faculty facilitating clinical courses must integrate EBP as a consistent component across all clinical assignments and employ specific rubrics to help students recognize the importance of evidence in clinical practice. Second, faculty must be proactive to explore and address students’ barriers to integration of EBP in a P-MHCC. Finally, clinical faculty should consider the use of EBP in clinical assignments as one of the strategies to promote students’ professional self-concept. Future research should include systematically exploring and testing the teaching strategies used by nursing faculty at all levels of the baccalaureate program to determine their effectiveness in improving baccalaureate-nursing students’ knowledge and skills.

On-line role play in mental health education

2016 ◽  
Vol 11 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Lorna Saunder
Keyword(s):  
Mental Health ◽  
Nursing Education ◽  
Nursing Students ◽  
Low Cost ◽  
Role Play ◽  
Continuing Professional Development ◽  
Mental Health Nursing ◽  
Content Type ◽  
On Line ◽  
Health Nursing

Purpose – The purpose of this paper is to explore a method of incorporating on-line role play in mental health nursing education. Recreation of meaningful and realistic simulations for mental health nurses is challenging. Examination of the literature reveals there is a gap in the provision of simulations that replicate practice, encourage the development of skills and promote responsibility. Those that exist may require significant investment in complex technologies or a high degree of planning and time commitment. Design/methodology/approach – An evaluation of a pedagogical design that used an on-line survey to gather responses and thematic analysis was undertaken. Findings – The findings identified that students engaged with the case leading to a realistic experience of case management and development of professional communication skills. Research limitations/implications – This evaluation could be expanded further to a more formal study examining the students’ emotional responses and learning as they progress through the activity. Practical implications – The activity outlined in this paper demonstrates that a relatively simple approach can result in deep learning whereby the student can fully experience the role of a qualified practitioner. This model could easily be adopted by other higher education institutions or as a part of continuing professional development. Originality/value – This paper combines previously researched methods of providing role play to mental health nursing students. It has addressed the critiques of other methodologies such as being time consuming, expensive or lacking in realism. The end product, is low cost, manageable from the lecturers perspective and delivers important learning outcomes to the students.

Sign in / Sign up

Export Citation Format

Share Document