International Journal of Nursing Education Scholarship
Ed. by Andrusyszyn, Mary-Anne / Goldenberg, Dolly / Cragg, Betty / Maltby, Hendrika J. / McWilliam, Carol
SCImago Journal Rank (SJR) 2015: 0.468
Source Normalized Impact per Paper (SNIP) 2015: 0.439
Impact per Publication (IPP) 2015: 0.667
An Evaluation of Mental Health Simulation with Standardized Patients
1School of Nursing, University of Nevada, Las Vegas, 4505 Maryland Parkway, Las Vegas, NV 89154-3018, USA
2School of Medicine/Standardized Patient Program, University of Nevada, Reno, Las Vegas, NV, USA
Citation Information: International Journal of Nursing Education Scholarship. Volume 11, Issue 1, Pages 55–62, ISSN (Online) 1548-923X, ISSN (Print) 2194-5772, DOI: 10.1515/ijnes-2013-0075, March 2014
- Published Online:
Interviewing standardized patients (SPs) trained to model psychiatric disorders can promote student nurses’ interview skills and therapeutic communication, while at the same time increasing their confidence and decreasing anxiety. From a constructivist view of education and Kolb’s (1984; Experiential learning: Experience as the source of learning and development. Edgewood Cliffs, NJ: Prentice-Hall) theory of experiential learning, this article describes the development and use of SPs as a learning strategy. The use of SPs helps faculty in overcoming some of the challenges of competing for clinical sites and meeting objectives in limited clinical time. In this simulation, baccalaureate nursing students had the opportunity to interact with SPs, who had been trained to demonstrate symptoms of bipolar disorder, anxiety, and schizophrenia. During debriefing, students critiqued their performances, identifying strengths and weaknesses. The advantage to nursing students was the ability to improve their interviewing skills in a safe educational environment before encountering these patients in a clinical experience. Both faculty and student evaluations of this experience support its integration into psychiatric undergraduate courses.
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