The impact of simulated participant simulation on enhancing mental health knowledge, skills and attributes in Diploma of Nursing students

Abstract

Background

To better meet the mental health training needs of Australian Diploma of Nursing students, it is essential to transition from the current competency-based teaching approach to a more holistic, integrated method using Simulated Participant simulation-based learning.

Methods

An embedded mixed methods design with multiple case studies was employed. Ten students enrolled in a mental health nursing unit of a diploma of nursing course completed surveys, which included the adapted Health Communication Assessment Tool and the Lasater Clinical Judgment Rubric, both before and after a simulated participant intervention and clinical placement. Students also completed the Student Satisfaction and Self-confidence in Learning scale and participated in an individual interview following the simulation intervention. Quantitative data were analyzed using descriptive statistics, and qualitative data were examined through inductive thematic and interpretative phenomenological analysis.

Results

The findings of this research revealed that Simulated Participant simulation demonstrated an increase in self-reported knowledge, skills and attributes necessary for working effectively with mental health consumers. Additionally, students felt better prepared for a mental health placement.

Conclusion

Simulation-based education using Simulated Participant methodology was shown to enhance self-reported knowledge, communication skills, clinical reasoning, confidence, and empathy. This educational approach could potentially address the gaps in the current Diploma of Nursing course, resulting in more proficient and effective nursing care for mental health consumers.