A Clinical Simulation Experience On Mental Health and Psychiatric Nursing Students By Using Standardized Patients
Abstract
Purpose: A clinical simulation was done by using standardized patients in order to ensure that mental health and psychiatric nursing students can assess the mental status examination of patients with mental disorders. Method: Prior to the simulation, 10-minutes scenarios, which involve the three mental-disorders with the highest probability of encounter in clinical practice, were prepared. The content of the rehearsals done with three professional actors, who acted as standardized patients, was composed of transferring the learning outcomes and the content of the simulation, making adjustments in the scenario text through proofreading, actors’ role- playing according to the scenario and evaluation. A clinical simulation was done with 50 third-year nursing students. The simulation was video recorded, and written consents of the participants were obtained. Results: After implementing the scenarios, the facilitator of each station applied PEARLS Promoting Excellence and Reflective Learning in Simulation approach, and, according to the students’ statements, it was found that the existence of professional actors in the role of patients has an important influence both on obtaining higher reliability, and on reaching clinical learning outcomes. Conclusion: In conclusion, it was determined that the simulation was a beneficial method for decreasing students’ anxiety before clinical implementations and increasing their self-confidence. In the light of these results, it was recommended that simple and complex versions of simulation implementation should be integrated into the curriculum of mental health and psychiatric nursing
References
- 1. Özbaş D, Buzlu S. Geçmişten Günümüze Psikiyatri Hemşireliği. İÜFN Hem Derg 2011;19:187–193. Erişim: https://dergipark.org.tr/ download/article-file/95082
- 2. Ewashen C, Lane A. Pedagogy, Power and Practice Ethics: Clinical Teaching in Psychiatric/Mental Health Settings. Nurs Inq 2007;14:255–62. [CrossRef]
- 3. Alzayyat A, Almaraira OA, Al-helih YM. Stress and Coping Among Nursing Students During Their Practical Education in Psychiatric Settings: A Literature Review. Glo Adv Res J Med Med Sci 2015;4:240–7.
- 4. Kameg K, Howard VM, Clochesy J, Mitchell A, Suresky JM. The Impact of High Fidelity Human Simulation on Self-Efficacy of Communication Skills. Issues Ment Health Nurs 2010;31:315–23. [CrossRef]
- 5. Szpak JL, Kameg KM. Simulation Decreases Nursing Student Anxiety Prior to Communication With Mentally Ill Patients. Clin Simul Nurs 2013;9:e13–9. [CrossRef]
- 6. Robinson-Smith G, Bradley PK, Meakim C. Evaluating The Use of Standardized Patients Undergraduate Psychiatric Nursing Experiences. Clin Simul Nurs 2009;5:e203–11. [CrossRef]
- 7. Lehr ST, Kaplan B. A Mental Health Simulation Experience For Baccalaureate Student Nurses. Clin Simul Nurs 2013;9:e425–31. [CrossRef]
- 8. Brown JF. Applications of Simulation technology in Psychiatric Mental Health Nursing Education. J Psychiatr Ment Health Nurs 2008;15:638–44. [CrossRef]
- 9. Dearing KS, Steadman S. Enhancing Intellectual Empathy: The Lived Experience of Voice Simulation. Persp Psychiatr Care 2009;45:173– 82. [CrossRef]
- 10. Meakim C, Boese T, Decker S, Franklin AE, Gloe D, Lioce L, et al. Standarts of Best Practice: Simulation Standart I. Terminology. Clin Simul Nurs 2013;9:S3–11. [CrossRef]
- 11. Becker KL, Rose LE, Berg JB, Park H, Shatzer JH. The Teaching Effectiveness of Standardized Patients. J Nurs Educ 2006;45:103–11.
- 12. Doolen J, Giddings M, Johnson M, Guizado de Nathan G, Badia LO. An Evaluation of Mental Health Simulation With Standardized Patients. Int J Nurs Educ Scholar 2014;11:1–8. [CrossRef]
- 13. Choi Y. Standardized Patients For Korean Psychiatric Nursing Student Simulations. Clin Simul Nurs 2013;9:e385–92. [CrossRef]
- 14. Mackey S, Tan KK, Ignacio J, Palham S, Dawood RBM, Liaw SY. The Learning Experiences of Senior Student Nurses Who Take on The Role of Standardised Patient: A Focus Group Study. Nurs Educ Pract 2014;14:692–7. [CrossRef]
- 15. Webster D. Using Standardized Patients to Teach Therapeutic Communication in Psychiatric Nursing. Clin Simul Nurs 2014;10:e81– 6. [CrossRef]
- 16. Oh PJ, Jeon KD, Koh MS. The Effects of Simulation-Based Learning Using Standardized Patients in Nursing Students: A Meta Analysis. Nurs Educ Today 2015;35:e6–15. [CrossRef]
- 17. Piette A, Muchirahondo F, Mangezi W, Iversen A, Cowan F, Dube M, et al. Simulation-Based Learning in Psychiatry for Undergraduates at The University of Zimbabwe Medical School. BMC Med Educ 2015;15:1–8. [CrossRef]
- 18. Brown AM. Simulation in Undergraduate Mental Health Nursing Education: A Literature Review. Clin Simul Nurs 2015;11:445–9. [CrossRef]
- 19. Eppich W, Cheng A. Promoting Excellence and Reflective Learning in Simulation (PEARLS): Development and Rationale for a Blended Approach to Health Care Simulation Debriefing. Simul Healthcare 2015;10:106–15. [CrossRef]
- 20. Keltner NL, Grant JS, McLeron D. Use of Actors As Standardized Psychiatric Patients: Facilitating Success in Simulation Experiences. J Psychosoc Nurs Ment Health Serv 2011;49:34–40. [CrossRef]
- 21. Mavis B, Turner J, Lovell K, Wagner D. Faculty, Students, and Actors As Standardized Patients: Expanding Opportunities For Performance Assesment. Teach Learn Med 2006;18:130–6. [CrossRef]
Standardize Hasta Kullanılarak Yapılan Bir Ruh Sağlığı ve Psikiyatri Hemşireliği Klinik Simülasyon Deneyimi
Abstract
Amaç: Bu çalışmanın amacı; standardize hasta yöntemi kullanılarak gerçekleştirilen klinik simülasyonun, hemşirelik öğrencilerinin ruhsal bozukluğu olan bireyin ruhsal durumunu değerlendirmelerine yönelik etkinliğini belirlemektir. Gereç ve Yöntem: Klinik simülasyon öncesi, öğrencilerin klinik uygulama esnasında karşılaşma olanağının en yüksek olduğu ruhsal bozukluklardan olan; şizofreni, majör depresyon ve bipolar bozukluk manik evre olmak üzere üç olgunun yer aldığı 10’ar dakikalık senaryo içerikleri hazırlandı. Standardize hasta olarak belirlenen üç profesyonel oyuncuyla yapılan provaların içeriğini; simülasyonun öğrenim hedeflerinin ve içeriğinin aktarılması, olgular için hazırlanan senaryo metinlerinin birlikte okunarak düzenlemelerin yapılması, oyuncunun senaryodaki rolünü canlandırması ve değerlendirme oluşturdu. Klinik simülasyon, üçüncü sınıfta eğitim alan 50 Hemşirelik öğrencisi ile gerçekleştirildi. Kayıt altına alınarak gerçekleştirilen simülasyon için katılımcılardan yazılı onam alındı. Klinik simülasyon esnasında standardize hasta ile yapılan görüşmelerde katılımcılar, kolaylaştırıcılar eğiticiler tarafından hazırlanan “Ruhsal Durum Değerlendirme Formu” nu kullanarak ruhsal bozukluğu olan bireyin ruhsal durumunu değerlendirdi. ‘Katılımcı Değerlendirme Formu” ise kolaylaştırıcılar tarafından simülasyon esnasında öğrencilerin becerilerini değerlendirmek amacıyla kullanıldı. Çözümleme aşamasının sonunda katılımcılara kolaylaştırıcılar tarafından hazırlanan “Klinik Simülasyon Memnuniyet Anketi” uygulandı.Bulgular: Klinik simülasyon uygulamaları sonrası her istasyonun kolaylaştırıcısı tarafından PEARLS Promoting Excellence and Reflective Learning in Simulation çerçevesi kullanılarak yapılan çözümlemede; öğrencilerin bildirimleri sonucunda, standardize hasta rolünde profesyonel oyuncunun yer almasının yüksek gerçeklik sağlamada ve ruh sağlığı ve psikiyatri hemşireliği klinik simülasyonunun öğrenim hedeflerine ulaşmada etkili olduğu belirlendi. Sonuç: Klinik simülasyon deneyiminin öğrencilerin klinik uygulama öncesi anksiyetelerini azaltmada ve özgüvenlerini geliştirmede kullanılabilir bir yöntem olduğunun saptanması doğrultusunda, ruh sağlığı ve psikiyatri hemşireliği eğitiminde klinik simülasyonun müfredata entegre edilerek basit ve karmaşık senaryoların yer aldığı klinik simülasyonların planlanması önerilmektedir
References
- 1. Özbaş D, Buzlu S. Geçmişten Günümüze Psikiyatri Hemşireliği. İÜFN Hem Derg 2011;19:187–193. Erişim: https://dergipark.org.tr/ download/article-file/95082
- 2. Ewashen C, Lane A. Pedagogy, Power and Practice Ethics: Clinical Teaching in Psychiatric/Mental Health Settings. Nurs Inq 2007;14:255–62. [CrossRef]
- 3. Alzayyat A, Almaraira OA, Al-helih YM. Stress and Coping Among Nursing Students During Their Practical Education in Psychiatric Settings: A Literature Review. Glo Adv Res J Med Med Sci 2015;4:240–7.
- 4. Kameg K, Howard VM, Clochesy J, Mitchell A, Suresky JM. The Impact of High Fidelity Human Simulation on Self-Efficacy of Communication Skills. Issues Ment Health Nurs 2010;31:315–23. [CrossRef]
- 5. Szpak JL, Kameg KM. Simulation Decreases Nursing Student Anxiety Prior to Communication With Mentally Ill Patients. Clin Simul Nurs 2013;9:e13–9. [CrossRef]
- 6. Robinson-Smith G, Bradley PK, Meakim C. Evaluating The Use of Standardized Patients Undergraduate Psychiatric Nursing Experiences. Clin Simul Nurs 2009;5:e203–11. [CrossRef]
- 7. Lehr ST, Kaplan B. A Mental Health Simulation Experience For Baccalaureate Student Nurses. Clin Simul Nurs 2013;9:e425–31. [CrossRef]
- 8. Brown JF. Applications of Simulation technology in Psychiatric Mental Health Nursing Education. J Psychiatr Ment Health Nurs 2008;15:638–44. [CrossRef]
- 9. Dearing KS, Steadman S. Enhancing Intellectual Empathy: The Lived Experience of Voice Simulation. Persp Psychiatr Care 2009;45:173– 82. [CrossRef]
- 10. Meakim C, Boese T, Decker S, Franklin AE, Gloe D, Lioce L, et al. Standarts of Best Practice: Simulation Standart I. Terminology. Clin Simul Nurs 2013;9:S3–11. [CrossRef]
- 11. Becker KL, Rose LE, Berg JB, Park H, Shatzer JH. The Teaching Effectiveness of Standardized Patients. J Nurs Educ 2006;45:103–11.
- 12. Doolen J, Giddings M, Johnson M, Guizado de Nathan G, Badia LO. An Evaluation of Mental Health Simulation With Standardized Patients. Int J Nurs Educ Scholar 2014;11:1–8. [CrossRef]
- 13. Choi Y. Standardized Patients For Korean Psychiatric Nursing Student Simulations. Clin Simul Nurs 2013;9:e385–92. [CrossRef]
- 14. Mackey S, Tan KK, Ignacio J, Palham S, Dawood RBM, Liaw SY. The Learning Experiences of Senior Student Nurses Who Take on The Role of Standardised Patient: A Focus Group Study. Nurs Educ Pract 2014;14:692–7. [CrossRef]
- 15. Webster D. Using Standardized Patients to Teach Therapeutic Communication in Psychiatric Nursing. Clin Simul Nurs 2014;10:e81– 6. [CrossRef]
- 16. Oh PJ, Jeon KD, Koh MS. The Effects of Simulation-Based Learning Using Standardized Patients in Nursing Students: A Meta Analysis. Nurs Educ Today 2015;35:e6–15. [CrossRef]
- 17. Piette A, Muchirahondo F, Mangezi W, Iversen A, Cowan F, Dube M, et al. Simulation-Based Learning in Psychiatry for Undergraduates at The University of Zimbabwe Medical School. BMC Med Educ 2015;15:1–8. [CrossRef]
- 18. Brown AM. Simulation in Undergraduate Mental Health Nursing Education: A Literature Review. Clin Simul Nurs 2015;11:445–9. [CrossRef]
- 19. Eppich W, Cheng A. Promoting Excellence and Reflective Learning in Simulation (PEARLS): Development and Rationale for a Blended Approach to Health Care Simulation Debriefing. Simul Healthcare 2015;10:106–15. [CrossRef]
- 20. Keltner NL, Grant JS, McLeron D. Use of Actors As Standardized Psychiatric Patients: Facilitating Success in Simulation Experiences. J Psychosoc Nurs Ment Health Serv 2011;49:34–40. [CrossRef]
- 21. Mavis B, Turner J, Lovell K, Wagner D. Faculty, Students, and Actors As Standardized Patients: Expanding Opportunities For Performance Assesment. Teach Learn Med 2006;18:130–6. [CrossRef]
Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Research Article |
| Authors | |
| Publication Date | September 1, 2019 |
| Published in Issue | Year 2019Issue: 3 |