Creating mental health simulation learning opportunities to promote successful student outcomes

Introduction: Providing quality mental and behavioral health simulation in nursing education is needed to prepare students to communicate with and care for future clients. Using standardized patients in mental health simulation can improve communication skills, increase student satisfaction with the learning experience, decrease student anxiety of individuals with mental illness, and increase self-reflection due to immediate feedback (Martin & Chanda, 2016, p. 209). Both student participant and student observer roles in simulation can promote successful student outcomes. Johnson (2019), revealed no significant difference in knowledge demonstrated, retained, or applied between students in the participant and observer roles in simulation (p. 27).

Description: Five dynamic interactive mental health simulations were created by multi-campus mental health course faculty using INACSL simulation guidelines. Each mental health simulation included the use of standardized patients. Students were assigned to an observer or participant role. A pre-brief was provided to facilitate learning. Debrief was started with Socratic questioning and reflection. An evidence-based practice article search related to the mental health scenario was incorporated.

Learners: Nursing faculty created interactive mental health simulation and debrief for traditional undergraduate nursing students.

Outcomes: Student mental health clinical course evaluations provided the following feedback: 1) student learning occurred in both observer and participant roles; 2) the use of standardized patients improved communication skills; 3) searching for evidence-based articles in debriefing promoted understanding.

Conclusion: Creating quality mental health simulation learning opportunities that incorporates a student search of evidence-based articles may enhance understanding of mental health concepts and clinical best practice.