article · Nursing Reports
Standardised patient simulation offers a practical approach to preparing nursing students for the unique demands of psychiatric and mental healthcare. A study evaluating this educational method involved 84 university nursing students using a cross-sectional questionnaire to assess self-confidence and satisfaction. The findings demonstrated high average levels of learning satisfaction and self-confidence among participants. A strong, statistically significant positive relationship emerged between how satisfied students were with the simulation and their confidence in their learning. Overall, 91.7 percent of the participants recommended integrating simulation into psychiatric nursing programmes. Students highlighted benefits including realistic scenarios, immediate feedback, standardized teaching, and safe learning spaces that foster critical skills and adaptability without the risks associated with live clinical settings.
Preparing healthcare students for psychiatric care can be difficult due to complex clinical environments. Standardised patient simulations allow learners to practise essential problem-solving, communication, and decision-making skills safely. Demonstrating that this approach increases both student confidence and satisfaction supports its wider adoption in medical curricula, helping to train more capable healthcare professionals.
The findings support the applied use of standardised patient simulation frameworks by universities, nursing colleges, and healthcare training providers. Because the study evaluates an existing educational intervention in an active university setting, the method is already applied and tested. It offers direct utility for curriculum developers and medical simulation centres looking to standardise psychiatric training programmes and improve learner engagement efficiently.
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<i>Background:</i> The use of standardized patient simulation in psychiatric nursing education addresses the unique challenges presented by mental healthcare settings. Students' attitudes toward clinical simulation remain predominantly favorable, with many expressing enthusiasm for the opportunities it provides in terms of embracing challenges, enhancing realism, and promoting critical thinking through problem solving, decision-making, and adaptability. <i>Methods:</i> This quantitative study used a cross-sectional, descriptive, correlation design to investigate the effectiveness of standardized patient simulation as a teaching method in the Psychiatric and Mental Health nursing course in a university setting. A total of 84 nursing students were recruited for the convenience sample. Data were collected using a three-part questionnaire survey which included the following: a demographic data sheet, the Student Satisfaction and Self-confidence in Learning Scale, and a narrative open-ended question asking the participants to write the advantages and disadvantages of their simulation experience. Data were analyzed using the statistical software JMP pro17. <i>Results:</i> The total satisfaction with learning subscale score ranged between 5 and 25 with a mean score of 19.36 ± 6.32. The total self-confidence subscale score ranged between 8 and 40 with a mean score of 30.87 ± 9.1. Pearson's correlation coefficient r revealed a statistically significant positive relationship between the participants' satisfaction with the learning experience and their self-confidence (t = 0.923, <i>p</i> < 0.0001). Approximately 91.7% of the students recommended using simulation. The results confirmed the students' recommendations of simulation use in teaching psychiatric and mental health courses; furthermore, the results showed a statistically significant positive correlation with the total SSLS (<i>p</i> = 0.01) and satisfaction with learning subscale (0.003). Participants reported that authentic, practical, comfortable, and safe learning environments contributed to an enriched learning experience. Additionally, factors such as timesaving, access to information, cost-effectiveness, standardized teaching, varied exposure, skill development, and immediate feedback also enhanced the learning experience through patient simulation in psychiatric and mental health nursing. <i>Conclusion:</i> Simulations can contribute efficiently and positively to psychiatric and mental health nursing education in a manner that optimizes the learning experience while ensuring the consistency of student learning in a safe learning environment.
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DOI: 10.3390/nursrep14020107
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