Kimberly A Conway, PHD, RN-BC, CNE, Seton Hall University, Nutley, NJ, USA.
Robert L. Scoloveno, PhD, RN, CCRN, Seton Hall University, Nutley, NJ, USA.
J Am Psychiatr Nurses Assoc. 2024 Apr;30(2):414-417. doi: 10.1177/10783903221101049. Epub 2022 Jun 8.
Prior psychiatric simulation experiences required our nursing students to role-play in an unknown area of nursing. Students confidence, clinical satisfaction, and use of clinical skills were negatively impacted leading to unmet course objectives. The aim of this pilot study was to strengthen our baccalaureate senior nursing students' simulation experience in their psychiatric nursing course with the use of standardized patients (SPs) instead of student role-play and measure the impact of this strategy on students' learning, satisfaction, and confidence in an unfamiliar area of nursing.
A mixed method explanatory sequential design was used. Participants consisted of a convenience sample of senior nursing students enrolled in their psychiatric nursing course. A quantitative simulation tool and a four-item questionnaire were analyzed after completion of the simulations ( = 47).
Findings of this study identified greater than 80% of students had increased level of learning, confidence, and satisfaction with the SP simulation experience. Nurse faculty were able to overcome simulation barriers, that is, a patient hearing voices, non-verbal signs of depression, and evaluate students meeting course learning outcomes.
Findings from this study highlight students' positive simulation experiences. Using SPs as an educational strategy can be effective for students to reach competency, achieve higher knowledge, and improve confidence. It is believed the use of SPs as a simulation strategy in psychiatric nursing will assist students with clinical judgment and better prepare them to meet the needs of vulnerable persons with psychiatric conditions.
先前的精神病学模拟经验要求我们的护理学生在护理的未知领域中进行角色扮演。这导致学生的信心、临床满意度和临床技能的运用受到负面影响，从而无法实现课程目标。本试点研究的目的是通过使用标准化患者（SP）代替学生角色扮演，来增强我们护理专业大四学生在精神病学护理课程中的模拟体验，并衡量这种策略对学生在不熟悉的护理领域中的学习、满意度和信心的影响。
采用混合方法解释性序贯设计。参与者由参加精神病学护理课程的大四护理学生的便利样本组成。在模拟完成后分析了一种定量模拟工具和一份四项问题的问卷（n=47）。
本研究的结果表明，超过 80%的学生在学习、信心和对 SP 模拟体验的满意度方面都有所提高。护理教师能够克服模拟障碍，例如，患者听到声音、抑郁的非言语迹象以及评估学生是否达到课程学习目标。
本研究的结果强调了学生对模拟的积极体验。使用 SP 作为教育策略可以有效地帮助学生达到能力水平、提高知识水平并增强信心。相信在精神病学护理中使用 SP 作为模拟策略将有助于学生进行临床判断，并更好地为满足有精神疾病的弱势群体的需求做好准备。
