Exploring learning content and knowledge transfer in baccalaureate nursing students using a hybrid mental health practice experience

Abstract

BackgroundLittle research has been completed exploring knowledge development and transfer from and between simulated and clinical practice settings in nurse education. ObjectivesThis study sought to explore the content learned, and the knowledge transferred, in a hybrid mental health clinical course consisting of simulated and clinical setting experiences. DesignA qualitative, interpretive descriptive study design. SettingsClinical practice consisted of six 10-hour shifts in a clinical setting combined with six two-hour simulations. Participants12 baccalaureate nursing students enrolled in a compressed time frame program at a large, urban, Canadian university participated. MethodsDocument analysis and a focus group were used to draw thematic representations of content and knowledge transfer between clinical environments (i.e., simulated and clinical settings) using the constant comparative data analysis technique. ResultsFour major themes arose: (a) professional nursing behaviors; (b) understanding of the mental health nursing role; (c) confidence gained in interview skills; and, (d) unexpected learning. ConclusionsNurse educators should further explore the intermingling of simulation and clinical practice in terms of knowledge development and transfer with the goal of preparing students to function within the mental health nursing specialty.