Abstract
Undergraduate nursing students experience challenges integrating didactic knowledge into the clinical care of clients living with psychiatric mental illness. Simulation can be a successful teaching strategy to mitigate some of these challenges. The aim of this pilot simulation experience was to understand how academic technology and telehealth competencies could be leveraged to support the success of standardized patient simulations for nursing students during the COVID-19 pandemic. Data from debriefings found that students had greater confidence in their technical skills than their ability to manage their emotional responses to simulation scenarios.
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