Posted: April 30th, 2022

Mental Health Simulation Models for ADN Students

Mental Health Simulation Models for ADN Students

Mental health nursing is a challenging but rewarding field that requires nurses to have strong communication, assessment, and therapeutic skills. However, these skills are not always easy to develop and practice in the clinical setting, where students may encounter diverse and complex situations that demand quick and appropriate responses. Moreover, the availability and quality of mental health clinical placements may vary depending on the location, resources, and faculty of the nursing program. Therefore, simulation models can be a useful tool to enhance the learning outcomes and clinical judgment of ADN students in mental health nursing.

Simulation models are defined as “a technique that creates a situation or environment to allow persons to experience a representation of a real event for the purpose of practice, learning, evaluation, testing, or to gain understanding of systems or human actions” [1]. Simulation models can be classified into three types: low-fidelity, medium-fidelity, and high-fidelity. Low-fidelity simulations use simple devices or mannequins that do not have realistic features or functions. Medium-fidelity simulations use more advanced devices or mannequins that have some realistic features or functions, such as vital signs or sounds. High-fidelity simulations use sophisticated devices or mannequins that have realistic features or functions, such as speech, movement, or physiological responses [2].

Simulation models can be applied to mental health nursing education in various ways, depending on the learning objectives, resources, and preferences of the faculty and students. For example, low-fidelity simulations can be used to teach basic concepts or skills, such as therapeutic communication, mental status examination, or suicide risk assessment. Medium-fidelity simulations can be used to teach more complex concepts or skills, such as medication administration, crisis intervention, or de-escalation techniques. High-fidelity simulations can be used to teach advanced concepts or skills, such as managing psychiatric emergencies, collaborating with interdisciplinary teams, or providing holistic care [3].

One of the advantages of simulation models is that they can provide a standardized and consistent learning experience for all students, regardless of the variability of the clinical setting. Simulation models can also provide a safe and controlled environment for students to practice their skills without harming real patients or themselves. Furthermore, simulation models can provide immediate feedback and debriefing for students to reflect on their performance and identify their strengths and weaknesses [4].

However, simulation models also have some limitations and challenges that need to be considered. For instance, simulation models may not be able to replicate the complexity and unpredictability of real-life situations in mental health nursing. Simulation models may also require significant time, money, and expertise to design, implement, and evaluate effectively. Moreover, simulation models may not be able to replace the value and benefits of real patient interactions and relationships in mental health nursing [5].

Therefore, simulation models should be used as a complementary method to enhance the learning outcomes and clinical judgment of ADN students in mental health nursing. Simulation models should be aligned with the curriculum objectives, evidence-based practices, and ethical principles of mental health nursing. Simulation models should also be integrated with other teaching strategies, such as lectures, case studies, role plays, or online modules. Simulation models should also be evaluated regularly for their effectiveness and quality improvement [6].

In conclusion, simulation models are a useful tool to enhance the learning outcomes and clinical judgment of ADN students in mental health nursing. Simulation models can provide a standardized and consistent learning experience for all students in a safe and controlled environment. However, simulation models also have some limitations and challenges that need to be considered. Therefore, simulation models should be used as a complementary method that is aligned with the curriculum objectives, evidence-based practices, and ethical principles of mental health nursing.

Bibliography

[1] Jeffries PR (2005) A framework for designing implementing evaluating simulations used as teaching strategies in nursing. Nurs Educ Perspect 26: 96-103.

[2] Nehring WM (2008) History of simulation in nursing. In: Nehring WM Lashley FR (eds) High-Fidelity Patient Simulation in Nursing Education (pp 3-21). Sudbury MA: Jones Bartlett Publishers.

[3] UbiSim (2020) Mental Health Nursing Simulation Scenarios: Developing Clinical Judgment [Online]. Available from: https://www.ubisimvr.com/blog/mental-health-nursing-simulation-clinical-judgment [Accessed 9 January 2024].

[4] Richards AM Harris AM (2020) Meaningful Mental Health Simulation in Nursing: Human Scenarios. Int J Nurs Health Care Res 03: 1196.

[5] Ximena N et al (2019) Simulation in mental health nurse education: The development of a framework for clinical simulation. Nurse Educ Today 79: 1-6.

[6] RNAO (2017) Practice domain for baccalaureate nursing education: Guidelines for clinical placements and simulation [Online]. Available from: https://mharesource.rnao.ca/section-seven/simulations-resources [Accessed 9 January 2024].

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