Williams Brett, Reddy Priya, Marshall Stuart, Beovich Bronwyn, McKarney Lesley
1Department of Community Emergency Health & Paramedic Practice, Monash University, Peninsula Campus, PO Box 527, McMahons Road, Frankston, 3199 Victoria Australia.
2Monash University, HealthPEER, Claytoria, Victoria Australia.
Adv Simul (Lond). 2017 Jan 28;2:2. doi: 10.1186/s41077-016-0035-9. eCollection 2017.
A scoping review was conducted in order to map and determine the gaps in literature on the impact of simulation as an educational approach to improve mental health care outcomes. As it became apparent that no literature existed on this topic, the study aimed to examine the educational impact of simulation on mental health education.
An established five-stage scoping methodology was used: (1) identification of the research question, (2) identification of relevant studies, (3) study selection, (4) charting the data and (5) collation, summarising and reporting of results. CINAHL, ProQuest, PubMed, MEDLINE, EMBASE and PsychINFO databases were searched. These databases were deemed to represent a majority of the literature while accommodating for the particular search strategy used for this review. Websites that provide grey literature were also searched for articles of relevance.
A total of 48 articles were included in this review, with a considerable portion of studies conducted in the USA and UK. Others were conducted in an array of locations including Australia, Canada, Iran and Taiwan. Of the included articles, seven groups of simulation methods (including standardised patients, virtual reality and manikins as patients) were evident, with standardised patients being most prominent.
Literature is lacking to evidence the benefit of simulation on mental health patient outcomes. However, the available literature suggests a variety of simulation-based education, and training methods are currently being used within mental healthcare education. The findings do suggest some methods of simulation, such as the use of standardised patients, are more commonly used in education and have been deemed as effective to assist in mental health education. As no article specifically examining the mental health outcomes of patients treated by health professionals taught by simulation was identified, the educational outcomes outlined in this paper may be used to inform further research, incorporating mental health patient outcomes.
开展了一项范围综述，以梳理并确定关于模拟作为一种改善精神卫生保健结果的教育方法所产生影响的文献中的差距。由于显然不存在关于该主题的文献，该研究旨在考察模拟对精神卫生教育的教育影响。
采用既定的五阶段范围综述方法：（1）确定研究问题，（2）识别相关研究，（3）研究选择，（4）整理数据，以及（5）结果的整理、总结和报告。检索了护理学与健康领域数据库（CINAHL）、ProQuest、PubMed、医学期刊数据库（MEDLINE）、荷兰医学文摘数据库（EMBASE）和心理学文摘数据库（PsychINFO）。这些数据库被认为涵盖了大部分文献，同时也考虑到了本综述所使用的特定检索策略。还在提供灰色文献的网站上搜索了相关文章。
本综述共纳入48篇文章，其中相当一部分研究在美国和英国开展。其他研究在一系列地点进行，包括澳大利亚、加拿大、伊朗和台湾。在所纳入的文章中，明显存在七类模拟方法（包括标准化病人、虚拟现实和模拟病人的人体模型），其中标准化病人最为突出。
缺乏证据证明模拟对精神卫生患者结局有益。然而，现有文献表明，目前精神卫生保健教育中正在使用各种基于模拟的教育和培训方法。研究结果确实表明，某些模拟方法，如使用标准化病人，在教育中更常用，并被认为有助于精神卫生教育。由于未找到专门研究由接受模拟教学的卫生专业人员治疗的患者的精神卫生结局的文章，本文概述的教育结果可用于为进一步研究提供信息，纳入精神卫生患者结局。
